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COPYRIGHT DEPOSIT 



CHOOL LIFE 

IN 

MIDGET SAVANNAH 




WATERS AVENUE SCHOOL 

SAVANNAH, GEORGIA 

1939 



PRICE 60 CENTS 



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School Life 



IN 



AiDGET Savannah 



An account oF how the pupils and Faculty oF a public elementary 

school have developed a program oF citizenship 

as a part oF the curriculum. 



by 
The School Faculty 



,^/x/^myi^y^^ydUj . WATERS AVENUE SCHOOL > 
»» SAVANNAH, GEORGIA 

1939 



> Ss.3 



Copyright 1939 
by Romana Riley 



^ciA 



1 35053 



PRINTED BY 

COMMERCIAL LITHOGRAPH AND PRINTING COMPANY 
SAVANNAH, GA. 



2 

OCT -9 1939 



DEDICATED 

TO 

THE BOYS AND GIRLS 

WHOSE 

INTEREST, LOYALTY AND COOPERATION 

HAVE MADE 

MIDGET SAVANNAH POSSIBLE. 



We have compiled this pamphlet from reports of our school faculty, 
and we hope it will be of interest and help to others working in the field 
of Elementary Education. Grateful acknowledgement is made to 
Mr. W. W. McCune, Assistant Superintendent of Savannah Public 
Schools, who acted in the capacity of advisor. 

The Faculty of Waters Avenue School 



Mrs. Annie Baxley 
Mrs. Frances Cooke 
Mrs. Ida Davis 
Mrs. Adelle Jaudon 
Miss Julia Lebey 
Miss Mary Marsh 
Miss Ruth McPeters 
Miss Ethel Moore 
Mrs. Marjorye Perkins 
Mrs. Doris Seyle 
Miss Norma Sterly 
Mrs. Frankie Winn 



Miss Romana Riley, Principal 

Miss Margaret Carter 
Miss Grace Cubbedge 
Miss Josephine Gartelman 
Mrs. Victoria Kennickell 
Miss Peggy Lipsey 
Mrs. Lucille Marshall 
Miss Emma Moore 
Mrs. Lilly May Perkins 
Mrs. Frances Saunders 
Miss Leona Sheppard 
Mrs. Miriam Williams 
Miss Gladys Wolf 



Mrs. Irene Smith, Ass't. Teacher 



TABLE OF CONTENTS 

FOREWORD 

Chapter Page 

I HOW WE STARTED 

Beginnings 7 

Further Development 8 

We Start Midget Savannah 9 

Present Set-up 10 

Inauguration 13 

II HOW WE PLAY, OR SOCIALIZING INFLUENCES 

Use of School Aims in Making Program 16 

Club Sponsors 16 

Choice of Clubs 16 

Work of Clubs 17 

Meetings.... 19 

Parties 20 

III HOW WE WORK— LIFE IN THE CLASSROOM 

Classroom Organization 22 

Standards 23 

Centers of Work 24 

How We Schedule Our Time 28 

How We Learn About Our Community 30 

IV HOW CREATIVE DESIRES ARE MET 

Encouraged by the Teacher 34 

Expressed Through Music 34 

Expressed Through Art. 40 

Expressed Through Writing 41 

V IS IT WORTH-WHILE? 

Fondness for School 45 

Growth in Citizenship 46 

Skills 48 

Median Score Chart 49 

Carry Over 50 

Interesting Changes.. 53 

A Typical Primary Daily Program 54 

A Typical Intermediate Daily Program 55 

An Account of a Fourth Grade Class Meeting 56 

Our City, Savannah — A Third Grade Activity 59 

The Prehistoric and Ancient World — A Sixth Grade Activity 68 

Building A House and Playing in It — A First Grade Activity 80 

5 



FOREWORD 

"School Life in Midget Savannah" is a record of how an elementary 
school curriculum and a program of good citizenship have developed 
together. We have endeavored to relate the idea of citizenship to 
the children's present interests, in the hope that as they live at Midget 
Savannah they will form many generalizations which will help them 
to meet the various situations which will confront them later. 

Waters Avenue School, named "Midget Savannah" by the children, 
is a public elementary school in the city of Savannah, Georgia. It 
consists of two buildings, one containing sixteen classrooms and 
several offices, the other containing eight classrooms, a library, and 
a small assembly room. Many of the classrooms are furnished with 
the traditional type of school furniture. Others have been refurnished 
with tables and chairs. The playground is very small and covers 
only the space of about four city lots. 

The school faculty consists of twenty-four teachers, a school nurse, 
and a principal. The majority of the teaching force have completed 
two years of college work, a small number are doing graduate work, 
and a few hold degrees. Each teacher has from thirty-eight to forty 
boys and girls under her guidance. 

Our school population is made up of very few who may be said to be 
privileged. It is divided about equally between those average and 
those below average in privilege. It is our desire that these two 
groups will develop into worth-while citizens while Uving together and 
experiencing the same situations under the guidance of understand- 
ing teachers. It is our hope that the program as described in this 
record will show how we are attempting to accomplish this with the 
future citizens of Georgia. 



SCHOOL LIFE IN MIDGET SAVANNAH 

CHAPTER I 
HOW WE STARTED 

THE BEGINNINGS 

In 1924 Waters Avenue School was a large, growing, elementary- 
school accommodating the first six grades. It had been without a 
principal for nearly two years. In April, Miss Romana Riley was 
appointed full-time principal. 

Miss Riley found the school functioning about as well as one would 
expect the average subject-matter school to function at that time. 
There was a large group of over-age boys who were not willing to 
cooperate with the teachers or the other pupils. Many of the pupils 
had the feeling that no teacher, except his own, had a right to speak 
to him about his welfare or conduct. Consequently, many pupils 
were sent to the principal's office for "talking back" and other of- 
fenses, which indicated a very unsatisfactory attitude and relationship 
between teachers and pupils. 

Miss Riley quickly saw that something must be done; that types 
of educational experiences must be provided that would bring about a 
more pleasant situation. She desired to develop those sullen, in- 
dividualistic pupils into happier, more worth-while young citizens who 
would be assets to the school and to society. She had a strong faith 
in the teachers as well as in the boys and girls, and in the possibilities 
of making the school a better place in which to live and grow. And 
above all, she was convinced that some type of student organization 
was needed to produce better understanding, to develop responsibility, 
and to give opportunity for participation. Through tactful ways and 
means, she gradually made her wishes known. 

The first step was to sell the idea of pupil participation to the 
teachers. This was done through a series of faculty meetings over a 
period of four years, or until 1928. The principal and faculty did 
extensive reading relating to trends in education. They became in- 
formed as to the objectives, activities, and values of a school organiza- 
tion. Gradually the teachers began to agree with the principal that 
there were definite values to be gained through such a cooperative 
plan, to understand the idea of "freedom" on the part of the pupils, 



and to develop a readiness to become guides and counselors instead of 
dictators. 

Since the lack of a feeling of responsibility had been the main 
weakness of the school program in the past, the next step was to create 
a desire on the part of the pupils to want more responsibility. The 
boys and girls needed a school program calling for many varied activi- 
ties and experiences in which they would have a responsible part in 
planning, executing and judging. Pupils had to learn how to work 
together and how to cooperate with teachers. Ample time was given 
to acquaint them with the underlying principles upon which a school 
organization should be founded, in order that they might get a clearer 
idea of their part in the organization. 

FURTHER DEVELOPMENT 

The pupils decided to adopt citizenship as their chief objective. 
Through this means, they hoped to solve the school's biggest problem, 
which was that of improving the standards of behavior. Slowly, higher 
ideals began to appear on the part of some, and there was even marked 
improvement in the conduct of others. It was through this growth 
that the idea was conceived to adopt a school citizenship creed. This 
creed furnished an additional opportunity for the boys and girls to 
practice obedience to a code developed by the society as a whole. In 
this way the whole relationship between the individual and the social 
group was improved. For the first time these boys and girls had 
joined with other individuals in organizing standards for the good 
of all. 

About one hundred representatives chosen from the upper grades 
met and adopted a creed. It was accepted as the school's standard 
for judging behavior. The following creed was planned and worked 
out by the citizens. A good citizen should be: polite, clean, trust- 
worthy, prompt, loyal, honest, thrifty, cheerful, friendly, truthful, 
sportsman-like, obedient, self-controlled, reverent to God. The pur- 
pose was to stimulate and encourage the boys and girls to improve 
their citizenship. It was an analysis of attitudes and habits. Every- 
one was encouraged to cooperate in developing the right response. 
From this creed the school slogan, "A good citizen is a good citizen 
at all times", was selected. Posters were printed bearing this thought 
and placed in every classroom. 

Soon the individual classes began to organize in their own rooms. 
Through this organization some training in parliamentary procedure 
was given. The boys and girls found opportunities to practice this 

8 



knowledge in a real situation. These pupils were gradually develop- 
ing into worthy citizens. They were beginning to display such traits 
as cooperation, self-control, self-reliance, initiative and responsibility. 
A better spirit of cooperation developed between the students and 
faculty. New interests in school work, school spirit and school pride 
were gained. IntelHgent leadership was growing. Thus, character- 
istics of good citizenship were in the making. 

WE START MIDGET SAVANNAH 

In 1928 the principal felt that the pupils and teachers were ready for 
a school organization. In each individual there had developed such 
interests, knowledge, habits, powers and ideals as are necessary for 
a normal, happy and useful life. 

The organization of Midget Savannah came into existence as the 
result of the direct desire of the boys and girls. It was thought that 
a city government could be understood better than some other form 
of organization. By selecting a city as the basis, it was believed that 
such a broad form would influence a larger number of students. Con- 
sequently, the interest would spread over the student body as a whole. 
The boys and girls were enthusiastically interested in inaugurating an 
organization of this kind. 

The information needed was imparted to them in a natural and 
practical way; first, through talks by the principal on city govern- 
ment and the duties of officers; and later on, by excursions to the City 
Hall and the different departments of Savannah's civic organizations. 

After some discussion a boy finally suggested that they organize 
their school along the plans of the city in which they lived. The 
student body voted to call their miniature city "Midget Savannah". 
A nominating committee, consisting of class officers, selected the candi- 
dates for the following offices: Mayor, President and seven members 
of the Board of Education, President and seven members of Chamber 
of Commerce, Captain of Patrol, Fire Chief, Tax Collector and Play- 
ground Director. For each office there were two nominees, and pro- 
vision was made whereby the candidate receiving next to the largest 
number of votes was to be named assistant officer. The candidate 
receiving the second largest number of votes for Mayor was to be 
declared Clerk of Council. An election was held. The elected officers 
began their varied duties. In a small way, the city of Midget 
Savannah started functioning. 

While the city was in the making it was necessary to supervise it 
carefully. The proper atmosphere between teacher and student had 



not only to be created but consistently maintained. Sometimes the 
boys and girls showed poor judgment. Quite often the teachers had 
to guide them in a determined yet diplomatic way. Gradually the 
students began to accomplish the desired outcome for which this 
organization was founded. Even the personality of the members was 
developing through these activities designed for the welfare of all. 
These boys and girls were learning to react in the right way. They 
were developing desirable habits and efficient manners, and even im- 
proving their tastes. They were learning to have a quicker command 
of the fundamental processes, to be more worthy members of a group, 
to be able to work with others, to know their civic obligations, to 
utilize their leisure time and to be willing to conform to proper stan- 
dards of behavior. They were learning to live in accord with one 
another and yet have a special training suited to their needs and 
talents. 

As the need arose, new departments were added. There was a slow 
but steady growth during the years that followed. These are some 
of the definite changes that took place. Marching in and out of the 
building with monitors was abohshed. A school paper, called THE 
NEWS REEL, was issued. Interest was created in improving class- 
rooms and school grounds. A lunchroom in the basement was actually 
built by the larger boys. Clubs were formed. School assemblies 
were held, which provided opportunities for self-expression. Out- 
standing citizens were recognized with letters and pins. A little bank 
building was erected in the school hall, and Midget Savannah Thrift 
Bank was opened. A school library was started. Visitors to the 
school were entertained. These citizens were steadily working to- 
ward the realization of their goal. 

PRESENT SET-UP 

The boys and girls have participated in the governing of Midget 
Savannah for eleven years. Fifteen Mayors have been inducted into 
office with appropriate ceremonies. During this time opportunities 
have been provided for planning, purposing, executing and judging. 

The Midget Savannah Council is composed of the elected officers 
and representatives from each class. Council meetings are held reg- 
ularly once a month; special meetings are called if certain situations 
arise that necessitate immediate action. Business of interest to the 
school is transacted in the usual, simple, parliamentary form. Plans 
of individuals are also discussed until a solution can be reached that 
is approved by the majority. All rules and regulations are then made, 

10 



but before these plans become effective they are carried back to the 
room by the class council members. 

The principal acts as a guide in the administration of the Council. 
Her faith in these students' ability is strengthened as she observes 
them assume their responsibility. 

Often student opinion relative to the ethics of the school's society 
is developed through the behavior problems. Standards of conduct, 
relative to certain situations, often confront them. Wise judgment is 
needed when these problems are in evidence. It is usually a coopera- 
tive project between faculty and students. 

Only once has there been an impeachment of an officer. Under 
the circumstances this seemed to be the only alternative. The of- 
fense was bringing a sUng-shot to school, which was against the City's 
ordinance, and shooting birds, which was breaking one of Midget 
Savannah's rules. As the boys and girls have developed more initia- 
tive and better judgment, they have learned how to deal more wisely 
with such cases and they have created a fine spirit of cooperation. 

At first the leaders were chosen through their popularity with the 
student body, but soon it was recognized that this alone was unsatis- 
factory. Other factors deemed important for the success of the ad- 
ministration were the ability to lead, the approval of the faculty and 
principal, and past experiences. Finally, scholarship was added as a 
necessary qualification. 

The nominees chosen share a new experience. The honor serves to 
stimulate them to their best endeavors. Each nominee selects a cam- 
paign manager, and together they form a platform whereby they make 
known their specific aims and objectives. 

After the proper stimulus to proceed has been provided, the candi- 
dates attempt to win favorable student opinion through their efforts 
to be elected. Great excitement always prevails. The campaign 
managers, with their candidates, make speeches from room to room 
during school hours. They are seriously intent upon making known 
the quahfications and abiUty of the specified nominee. It is most 
interesting to note the various and sundry ways used to convey their 
messages, such as: self -printed badges, posters, etc. It is sometimes 
quite surprising how original and clever many of them are. 

The rules of Midget Savannah specifically state that a poll tax of 
one cent must be paid by all those wishing to vote. The first and 

11 



second grade children are considered minors, therefore this tax applies 
only to the third, fourth, fifth and sixth grades. The teachers are ex- 
empt from the poll tax, on the grounds of being beyond the taxable 
age, but they are allowed to vote. Printed ballots are obtained with 
the money collected. One of these ballots is issued to each ehgible 
voter. Before time to cast the ballot, most classes have a series of 
discussions on how to mark it properly. Also, words of advice are 
given as to conduct, proper sportsmanship, and the importance of 
electing the right people. 

Two political rallies, at which the candidates speak, are held; one 
in the school, the other outdoors. The candidates mount the plat- 
form and make their final appeal in a convincing manner. Posters, 
confetti, original songs, plays and poems are used to stimulate 
interest in the speeches. 

Would some of these campaign speeches be of interest? Here are 
a few: 

"Friends and fellow classmates, I take great pleasure in introducing 
to you one of our smallest candidates. She is running for the Board 
of Education. I am sure every one knows Betty, for she is certainly 
one of our outstanding citizens. Betty has many good points. She 
was president of the Chamber of Commerce last year. Give her a 
trial, boys and girls! Let's make Betty president of our Board of 
Education, and then I know that we can't go wrong. I thank you." 

"Hear ye, hear ye, citizens of Midget Savannah! This year I am 
running for the Board of Education. I have always tried to serve you 
the very best I can. If you think I am worthy, please vote for me." 

The election is the next step. The campaign managers automatical- 
ly become election managers on this day. Voting is done before school 
in four parts of the building. The teachers serve as clerks, otherwise 
the boys and girls have charge. 

The actual counting of the votes is also done by the teachers with 
the campaign managers as checkers. All candidates are requested to 
be present during the checking of ballots. The winning ticket is 
announced when the count is completed. At this point we must men- 
tion that the organization purposely deviates from the usual procedure 
of elections in this respect. All losing candidates are automatically 
placed on the Plealth Board. In this way, an office is provided for 
each candidate and there are not any losers. Many problems are 
solved in this way, and the plan has proved most successful. 

12 



INAUGURATION 

One of the most interesting events takes place after the election. 
The newly elected officials are duly inaugurated by the Mayor of 
Savannah. This impressive ceremony focuses the attention of the 
students on the importance of office and its incurred responsibilities. 
On the right of the Mayor of Midget Savannah sits the Mayor of 
Savannah, their Mother city, as well as the former Mayor of the 
little city. It is the former Mayor who introduces the newly elected 
one to those assembled for the occasion. The oath of office is properly 
administered to all officials by the Mayor of Savannah, who has been 
asked to attend for this specific purpose. The earnestness of the 
participants adds to the effectiveness and reality. Sometimes the 
visiting Mayor says a few words of encouragement. Then the Mayor 
of Midget Savannah speaks and takes charge of the program. After 
this, the heads of the various departments tell of their plans for the 
year by presenting the different phases of the organization, their aims 
and objectives. 

Mayor: "I shall try to be worthy of the honor bestowed upon me 
by electing me Mayor of our city. I am indeed proud of this honor. 
Midget Savannah means much to me, and I love this school as I shall 
love no other. This school has taught me not only many basic facts, 
but also many practical things which I shall use all my life. We can 
be great and do great things by helping one another. Cooperation is 
the word. I remember a story my Sunday School teacher told. It 
was about a man who had twelve sticks. These he made into a bun- 
dle fastened tightly. Tied together, they could not be broken. So 
it is with us, 'United we stand, divided we fall'." 

Clerk of Council: "I am very happy and proud to be holding the 
second highest office as Clerk of Council of Midget Savannah. You 
may be sure that I will do my duties as best I can. I know the 
Mayor's duties are many; therefore, I will be glad at any time to lend 
a helping hand. I will do my best to keep all records and minutes of 
the meetings in proper form. I will also try to make this a successful 
year for all the citizens." 

Board of Education: "The Board of Education is very anxious for 
every citizen to improve his scholarship. We want to make our 
school aquarium more interesting with new fish and plants. We urge 
every citizen to become a member of the Public Library. We also 
ask that each classroom have a library. We wish to encourage more 
citizens to work for honor pins, letters and citizenship buttons. We 

13 



plan to continue to sponsor the official paper of the school, THE NEWS 
REEL. Another of our big aims is to have some type of nature study 
in every class." 

Chamber of Commerce: "A Chamber of Commerce is an association 
found in every live city. Our aims for the year are the following: to 
give information about the city; to help develop pride for our city 
among its citizens; to welcome and guide all visitors; to promote 
friendliness among other schools; to make our school grounds more 
attractive ; to sponsor all entertainments such as parties, banquets and 
programs." 

School Boy Patrol: "The aim of the Patrol this year is to promote 
safety. We can do this by keeping all school regulations and helping 
others to do likewise. We shall instruct, direct and control the mem- 
bers of the student body in crossing the streets correctly. We shall 
help to maintain order in and out of school, especially during recess. 
All of the boys on this Patrol have taken the oath that they will always 
be faithful to their duty and keep the rules and regulations of Midget 
Savannah, and will help other citizens to do so. As a result of this, 
we hope to promote better self-control. We are indeed proud of the 
fact that the city police, the American Automobile Association, and 
the Parent-Teacher Association sponsor this School Boy Patrol." 

Fire Chief: "The Fire Chief will see that fire drills are held at regu- 
lar intervals. I hope to create an attitude against false alarm. I 
shall warn the citizens of the danger in playing with fire. Your Fire 
Chief with his assistants will see that the building is cleared of all 
citizens when we have fire drills." 

Park and Tree Commissioner: "The Park and Tree Commission met 
and decided to do three things this year: beautify the halls; keep the 
lawns and flowers pretty, and care for the trees and shrubbery; en- 
courage boys and girls to keep trash off the sidewalks and streets. 
Please protect the beauty of Big Savannah as well as that of 
Midget Savannah." 

Health Officer: "Fellow citizens of Midget Savannah, I appreciate 
the confidence which you have placed in me by electing me your 
Health Officer. I shall strive to prove myself worthy, and to improve 
the health of Midget Savannah. Our motto this year will be, 'Health, 
Happiness, and Success'. We wish to present the purpose and ob- 
jectives of the Health Board for your approval: daily morning in- 
spection, plenty of rest and sleep, proper ventilation, physical examina- 
tions, body-building foods, mouth hygiene, correction of defects." 

14 



Bank President: "Banking has started. We have had fine banking 
in years gone by. Let's try to have it even better this year. We have 
been making some plans which we beheve will interest the citizens. 
A banner will be awarded each week to the class having the largest 
percentage of bankers. Let's see which class will keep the banner the 
most. My assistant will give our aims to you: 

Save something every week. 

Deposit your savings regularly. 

Have a definite purpose for saving. 

Make out deposit sUps correctly. 

Keep your bank card in a safe place. 

Stand quietly in line before the window. 

Strive for one hundred percent bankers in your class. 

Consult the Bank President about any criticism. 

I hope that every one will do his utmost to help put these plans over 
the top." 

Tax Collector: "Citizens and friends, I would hke to add my wel- 
come to the new officials. I deem it an honor to be among this group, 
and shall lend my hearty support. As Tax Collector, I submit the 
following report: citizens of voting age, 638; number of voters, 560; 
number of voters beyond taxable age, consisting of teachers, 24; tax 
returns for Fall, 1938, $5.60." 

Playground Director: "As Playground Director, I wish to submit the 
following aims for the year : 

Have a variety of new games during recess. 

Secure some new balls and nets. 

Promote a friendly feeling on the grounds. 

Improve the citizens' sportsmanship. 

Teach citizens how to be good losers as well as good winners. 

We extend our appreciation for the fine cooperation already given. I 
feel that every one will continue to be helpful with these plans." 

A number of people have expressed themselves as being unsympathe- 
tic to this form of school organization, and have even indicated that 
it is a useless waste of effort. However, the impressiveness of this 
Inaugural Ceremony has proved that it has been a worth-while under- 
taking. One who observes the citizens as they conduct this installa- 
tion can easily see that these boys and girls are actually living their 
experiences. Thus, it has been proved that the organization of Midget 
Savannah is definitely contributing to the improvement of Waters 
Avenue School. 

15 



CHAPTER II 

now WE PLAY, OR SOCIALIZING INFLUENCES 

The school ckib program of Midget Savannah from its beginning 
has played an important part in the activities and growth of the 
school. It takes care of the many and varied interests of the boys 
and girls. This is evident not only in the number of children belong- 
ing to clubs but also in the number of clubs needed to meet the inter- 
ests of the boys and girls, 

USE OF SCHOOL AIMS IN MAKING PROGRAM 

The club program for the year is discussed at the first teachers' 
meeting. In preparing for this discussion, teachers talk with pupils 
about the things that they are interested in finding out about or in 
doing. Teachers and principal then think through the club program 
with these pupil suggestions in mind, and at the same time measure 
the program by certain educational aims and standards which they 
feel should guide it. 

If certain clubs do not measure up to these aims, or have not served 
their usefulness, they are not included in the Ust of clubs offered. If 
there is a new interest, a club to take care of it may be added. Thus 
the club program has become subject to change in order to meet new 
interests and needs, and is not static or fixed. 

CLUB SPONSORS 

The question of suitable leaders for the clubs is left to the choice of 
the teachers. Should a teacher be hesitant or timid about recognizing 
her talent or special ability that would be useful in sponsoring a club, 
suggestions from the principal and other teachers serve as a guide in 
the selection of capable leadership. 

CHOICE OF CLUBS 

How the boys and girls make choices and some aims governing 
them may be seen by incidents taking place at club choice time. 

The stage has been set by making them aware of the new semester's 
plans, thus making them eager to take an active part in some of the 
many things included therein. They are ready for the club list which is 
posted. The general purpose of each club is discussed with the boys 
and girls. These discussions are led by a club representative of the 
past semester or by experienced club members belonging to the group. 

16 



You may find interesting conversation taking place out on the play- 
ground or in groups in the rooms or halls. "Which club are you 
joining? The Library Club is the one I want to join. This summer I 
read four of those books we talked about in club meetings." By these 
simple remarks we see that this club member is finding a way to use 
his leisure time wisely. 

Sometimes a hobby encouraged by a club causes a member to make 
a collection or to bring articles for exhibit. These are always wel- 
comed, not only in club groups but in classrooms, by an appreciative 
audience. 

Then there is the boy who says to his pal, "Go into the Band with 
me this year?" His pal asks, "What do they do that I would like?" 
As they talk it over, we hear the first boy say, "Well, I know you like 
music; you're always playing that mouth organ. In the Band they 
play all kinds of music and sing songs you like. It's fun, all right." 
So this boy goes into the club for fun and friendship. 

A boy or girl who doesn't recognize his talent, hobby, or special 
interest, is often encouraged to join a club which may develop an in- 
terest. We see this as a girl shows her teacher a basket she has 
woven during vacation. "I believe you'd enjoy belonging to the 
Handicraft Club," says the teacher, hoping that the experiences in 
this club will help to bring about some purposing which will cause the 
pupil to make her own selection at another time. 

Many aims govern the choices made by pupils; sometimes there is a 
desire to know about something, at other times a desire to lead in 
some undertaking, but always there is that strong urge to plan and 
work with those who like the same type of activity. 

WORK OF CLUBS 

Any child, regardless of talent, may join the Glee Club. The main 
purpose of this club is singing, for pleasure, many types of songs. The 
Glee Club presents operettas, and puts on school programs consisting 
of musical plays created by members of the club. One of the most 
enjoyable of these was a May Day program. 

Any child, whether he is talented or not, may find a place in the 
Rhythm Band. The instruments used in this band are song-o'-phone 
and rhythm instruments. The children, by the use of their band instru- 
ments, give good rhythmic response and make very good music. The 
band plays for almost all of the school programs. 

17 



The School Chorus, which is now a club, is made up of a group of 
musically talented children, who are selected from the school. At 
one time this chorus, with all the other elementary school choruses, 
gave a concert of fine music. They also attended a District Music 
Festival and rendered an excellent program. During National Music 
Week they sang a group of songs on a program for pupils and parents 
of the school. 

The Dramatic Club creates and presents plays. They also enact 
famous fairy tales and folk lore, seasonal plays and plays depicting 
historical events. 

Many children enjoy creating things with their hands. The Handi- 
craft Club gives these children an opportunity to weave many articles 
from pine needles and wool, and to do soap carving and clay model- 
ing. Useful articles are knitted, crocheted and sewed by hand. 
Original designs are drawn on baskets made from art paper. The 
Handicraft Club cooperates with the Junior Red Cross by making 
baskets, bean-bags and other articles to be sent to the hospitals. 

The school library is the special interest of the Library Club. This 
club sponsors activities carried on by the hbrary, such as bulletin 
board, collections and exhibits. Posters and talks by the club mem- 
bers are used to encourage the citizens of Midget Savannah to form 
good hbrary habits. Book reports are given by the club members. 
Much enjoyment is derived from the dramatization of books, stories 
and poems. 

A safety program is studied and carried out in the school, on the 
playground and at home. The Safety Club sponsors the "Safety Cor- 
ners" in the classrooms. A first-aid course, conducted by the school 
nurse, is given to the club members. The club trains future members 
of the boy and girl patrols. 

The school aquarium and the "Nature-Science Corners" in the class- 
rooms are sponsored by the Nature Science Club. In order that the 
members may become better acquainted with nature, many excursions 
are taken. Simple experiments are performed by the members. 
Stories, poems, and songs about birds, animals and plant life are en- 
joyed. The club sponsors the annual School Flower Show and en- 
courages entries in the City Flower Show. 

Every class in Midget Savannah answers the annual Junior Red 
Cross roll call and assists in all community Junior Red Cross projects. 
Christmas boxes, filled with toys, are sent to school children of foreign 
countries. Gift baskets containing games, and articles made and 

18 










?^»ta* 




donated by the Handicraft Club, are sent annually to our World War 
Veterans, Plants, flowers, and magazines are sent to the sick and to 
the hospitals. Donations are made to the needy. The filling of 
Christmas baskets with staple groceries, etc., has become an annual 
school project. The work of this club is built around its motto: 
"Service to Others." 

The Play Leaders Club was formed when a change was made in the 
recess schedule, so as to provide for a separate play period for the 
primary children. The club is made up of boys and girls from the 
fifth and sixth grades, who are interested in developing their leader- 
ship through working with younger citizens. They meet once a week 
to plan the play period for the primary pupils and to discuss play- 
ground problems. They learn new games brought in by the different 
members and teach these games to the younger children. The play 
leaders serve in groups of eight, one for each class, changing every 
other week. 



MEETINGS 

Frequency, Place, Time, Length of Period. Our clubs meet once a 
week in the school quarters best suited to the activities of the club. 
The musical clubs and the Dramatic Club meetings are held in the 
assembly room, and the other club meetings are held in different 
classrooms. 

Because of the shortness of our school days, all meetings are held 
thirty minutes before school, except the Dramatic Club, which is held 
at four o'clock in the afternoon. 

A glimpse of the Primary Nature Club at work shows the informal 
atmosphere prevailing in the lower grade clubs. They have previously 
made their plans with their leader's guidance and expressed a desire 
to learn about birds, trees and flowers. The topic of conversation on 
this day is birds. The robin is the bird chosen by the club as the 
center of their program. A bird poem is read by the teacher. The 
story "How the Robin Got His Red Breast" is given. Then the 
song, "Robin Redbreast" is enjoyed by the group. Many club mem- 
bers contribute facts about the robin. 

Membership Qualifications, Percentage Belonging. The clubs are open 
to any child. Fifty per cent of our pupils belong to at least one club, 
while fifteen per cent of that number have membership in two or 
more clubs. 

19 



PARTIES 

No feature of the school is more heartily participated in than the 
parties. These may be divided into three groups : class parties, school 
parties, and parties jor teachers. 

Class parties may be seasonal or pertaining to centers of interest. 
In a second grade these were combined in a Thanksgiving party. The 
class had been studying Indians, so at Thanksgiving time they had a 
party using their Indian activity, thus giving reality to the first Thanks- 
giving. A first grade whose center of interest was the home, gave a 
party in the form of a family picnic. An informal program was pre- 
pared and given by the children, which was in keeping with the idea 
of a family enjoying an outing. Leaves scattered around the con- 
structed home, and outdoor decorations, such as trees, made it a very 
natural situation for the picnic. Lunch was brought by the children, 
and fruit was used as the centerpiece on the picnic table. For dessert 
the class had Jello made in the classroom. 

Among the seasonal parties are the Christmas parties that take 
place in many of the classes. These parties call for combined pupil 
purposing, executing and evaluating. Groups have opportunities to 
function in many ways. Good taste and proper manners of conduct- 
ing programs and parties are developed. 

School Parties. In addition to the class parties, the school puts on 
parties for special groups, usually visitors. Sometimes these parties 
are for a group of visiting teachers, and sometimes they take the form 
of a "Homecoming" luncheon for former officials of Midget Savannah. 

Banquets are usually given at the time of the State Educational 
Association Convention, or to celebrate some important event. Super- 
intendents, principals and teachers from other cities, local principals, 
supervisors, and school administrative officers, along with representa- 
tives of Savannah's important city departments, are the guests. 

Luncheons and banquets are cooperative affairs. The ideas and 
themes are suggested by committees of teachers and pupils. Often 
the decorations on the table are connected with centers of interest of 
several classes; for example, one fifth grade studying Colonial Life 
used as its table centerpiece a southern plantation. A third grade 
studying Farm Life used vegetables, with heads of lettuce as candle- 
sticks. 

Menus, decorations and table favors are made by some of the ban- 
quet committees. These and the entertainment planned by the com- 

20 



mittees often call for much originality, responsibility, decision and 
ability. 

A fine, sportsman-like attitude is developed as the boys and girls 
work to make the banquet or luncheon a success, even though some of 
them know they will not be present. Each class elects its representa- 
tives to attend. As the boys and girls meet and greet their visitors, 
talk with them, introduce them to others and enjoy a meal with them, 
practice is given in a real, lifelike, social situation. 

Parties jor Teachers. Then there are parties for teachers. They 
might be named in three groups: parties sponsored by the faculty; 
parties given by the principal; parties given by the Parent-Teacher 
Association. 

Among the parties sponsored by the teachers are those given for 
faculty brides. These are very enjoyable affairs. Then there are 
faculty outings when teachers have the opportunity of playing to- 
gether. 

The parties given by the principal are the Christmas party and the 
Mother-Daughter party. The former is given in connection with a 
Christmas tree. The Mother-Daughter party brings the families of 
the faculty together and creates a friendliness and feehng of good will. 
One of these parties was a kid party where mothers and daughters 
played together. Another party was planned around the times of the 
"Gay Nineties," using the songs, games, etc. of that period (the time 
of the mothers' youth). At all these affairs there is a spirit of fun, good 
cheer and unity of friendship. 

Every spring the Parent-Teacher Association entertains the teachers 
with a dehghtful party, at which the parents and teachers play 
together and enjoy a real social relationship. 

As we live in Midget Savannah with these definite socializing in- 
fluences at work, we see boys and girls and faculty members as com- 
rades rather than as conventional teachers and pupils. 

This feeling of comradeship has definitely promoted good citizenship. 
The boys and girls, feeling that supervisors, principals and teachers 
enjoy wholesome fun just as they do, work with them to make their 
social events a success. The teachers reaUze that club meetings, 
parties and picnics are a part of the life of every boy and girl, so they 
help them plan and enjoy such occasions. 

Thus not only are good times enjoyed; but through good fellowship, 
a closer relationship is brought about between supervisors, principals, 
teachers and pupils. This friendly relationship promotes socializing 
influences as an invaluable part in the school program. 

21 



CHAPTER III 

HOW WE WORK— LIFE IN THE CLASSROOM 

In developing Life in the Classroom in Midget Savannah we plan 
the work to include total life activities instead of mere subject-matter. 
Each child is treated as an individual, free to express himself and 
develop his personal interests with the teacher acting as a guide. 
Each child is trained in self-governing citizenship and lives as an in- 
telligent junior citizen. 

CLASSROOM ORGANIZATION 

At the beginning of the term an explanation of the school organiza- 
tion is made for the benefit of the new pupils and to refresh the mem- 
ories of the old. The value of the Safety Patrol and the importance of 
cooperating with them is stressed. The functioning of the school 
paper, THE NEWS REEL, the activities of the clubs, and the re- 
quirements for citizenship recognition are explained. The necessity 
for following the school rules is made clear. 

The organization of the classroom with boys and girls as officers is 
made an enjoyable and profitable activity. Certain officers, such as 
president, vice-president, council member, secretary, and treasurer are 
elected by the class. Miscellaneous titles, appropriate to the situa- 
tion, may be used; such as Mayor, clerk of council, alderman, etc., 
when a class is studying Community Life. 

A period for "getting acquainted", teacher with children, and chil- 
dren with each other, is needed. Points of view are exchanged, interests 
are talked over, and some drill on parliamentary usage is given. The 
time needed for this period varies with the group. Before the election 
of officers, the pupils, with teacher guidance, suggest quahfications for 
officials, such as a good citizenship record in the past, fair scholarship, 
ability to lead and talk well, and a working knowledge of parliamentary 
law. The duties of each office are made clear. 

Certain helpers are chosen by the president or teacher to establish 
the routine of the classroom and to make it a pleasant place in which 
to live. Appointment as a helper is often used as a means of helping 
a child. Children hke to do things, and having the responsibility of a 
task is a valuable educative experience. Hence, we try to have all of 
the children take part in some way. These helpers make reports at 
each class meeting. The following helpers are usually chosen: host 
and hostess, doctor and nurse, attendance card officer, fire chief, 

22 



librarian, program and morning exercises chairmen, lunch helpers, 
housekeepers, and helpers to look after supplies, plants and flower 
arrangements. 

Regular class meetings are held once a week. In the beginning 
much help and guidance is needed in conducting a meeting according 
to simple parliamentary procedure. The secretary's work is difficult 
for small children, and sometimes it is wise to have one or two assistants 
to aid in writing the minutes. The first part of the meeting is devoted 
to reports from council representatives and class business, and the 
latter part given over to a program. (See Table of Contents for 
sample class meeting.) 

Called meetings are held when the need for such arises, because 
problems in citizenship or a request for money cannot wait for a 
regular meeting. 

STANDARDS 

In each classroom there are certain standards of cit;zenship which 
the citizens try to attain. While these standards may vary in some 
respect in different classes, they may be classified under four broad 
heads: politeness, cooperation, self-control, and wise use of time. 

At the weekly class meetings standards are discussed by the class, 
by individuals, or by the teacher; but whenever the need for a certain 
new standard arises, or whenever the opportunity to impress some old 
standard presents itself, it is attended to immediately and not put off 
until the regular weekly class meeting. 

To be a good citizen, a child must be pohte to the teacher, to visitors 
and to other children. No report must be made of impoliteness in 
the home or in public places. 

A child learns to cooperate with his classmates in group work, class 
work, activity periods, and play periods. He learns good sportsman- 
ship at a very early age, for if he is to win the approval of his classmates 
he must play fair and be a good loser. Cooperation with the officers 
of the school and the class is necessary for good citizenship. 

Even the youngest citizen tries to practice self-control, by speaking 
only when necessary and low enough not to disturb others who are 
working. When the teacher leaves the room a good citizen can be 
depended upon to behave as well as he does when she is in the room. 
A good citizen tries especially hard not to pout nor to display anger 
when he is annoyed. 

23 



By making wise use of his time, a pupil may help to keep himself 
out of trouble, for idle hands and idle minds leave lots of time for 
mischief. A good citizen begins his work promptly, works faithfully 
until it is finished and then makes a choice of some other worth-while 
activity in which to engage until his attention is required by the teacher 
or by the group. A list of worth-while activities is usually made by 
the teacher and the class at the beginning of the term. This list is 
placed on a chart in a convenient place where it may be referred to 
whenever the need arises. Some of the things the pupils may do are: 
read library books, draw pictures, read charts, write numbers, study 
spelling, study number cards, color and cut out pictures, work on con- 
struction, do research work, make scrap-books, make costumes, do 
small handwork, make book reports, or work on something in con- 
nection with the center of interest. 

Growth in citizenship is recognized at the end of each semester by 
awarding a citizenship button. Details of these awards are discussed 
at length in Chapter Five. 

CENTERS OF WORK 

Types. In order to provide natural, lifelike situations and pur- 
poseful experiences in the classroom, we have chosen our centers of 
work from the field of social studies. 

The course of study which we follow was made by teachers, princi- 
pals and supervisors of the Savannah schools. This course of study 
is very flexible; and the teacher, with her class, may develop any 
center of work for which there is a special need or a particular interest. 

In the primary grades these general themes are suggested: Home 
Life; Community Life; Farm Life; Our Needs: Food, Clothing and Shelter. 

Some specific centers of work which have been developed in the 
grades are: A Toy Shop; Building and Living in a Home; Feeding 
and Caring for Animals; How Animals Help the Farmer; What the 
Farmer Does for Animals; Helpers of the Home; Home Life of the 
Indians; Home Life of the Japanese People; Home Life of Chinese; 
Circus Life; Life on a Farm; Life in a City; Transportation; Food, 
Clothing and Shelter; Heat, Light and Water; Our City, Savannah. 

The themes as worked out for the intermediate grades are: Visits 
with Friends of Other Lands, The Story of Our Nation, Ancient and 
Medieval Life. 

Some phases of these themes which have been developed in our 
school are: A Visit to a Hot, Dry Land; A Visit to a Hot, Wet Land; 

24 



A Visit to a Cold Land; A Visit to Some European Friends — Norway, 
Holland, France and Germany; Indians of the Southwest; Pioneering 
in Young America; Colonial Life; Westward Expansion; A Visit to 
Our Possessions; Prehistoric and Ancient Homes; Prehistoric and 
Ancient Gifts; Prehistoric and Ancient Museums; The Steps to Civili- 
zation; World Wonders; Boats of the Ages; How Man Kept Records; 
Castle Life. 

Each class, guided by the teacher, plans and develops one or more 
centers of interest each year. Some are more detailed than others, 
and no two are alike even though developed around the same subject 
and at the same grade level. 

In the beginning only a few teachers had the courage and vision to 
break away from traditional methods. Gradually others began to see 
and to believe in the importance of teaching the child rather than the 
subject, and soon every one was ready to try the new methods. Little 
by little a spirit of sympathetic understanding and cooperation has 
spread throughout the classrooms until now this spirit so pervades 
the school that almost immediately a teacher, new to the school, 
recognizes it, and "becomes infected". 

Procedure. As the centers of work for each grade level are developed 
around the social studies course, the teacher naturally has certain 
general plans which she hopes to carry out, but, of course, these plans 
are modified to suit the needs of the particular group with which she 
is working. 

Attempts to stimulate interest are made through an approach 
period. Interest is aroused in many ways. Very often the atmos- 
phere of the room itself stimulates interest. In such a room you 
would see a display of carefully selected pictures, charts, and books. 

Sometimes a speaker is invited to tell the group of some interesting 
experience. One group was fortunate in having the captain of a 
Dutch ship tell about some of the customs of the Dutch people. This 
aroused quite an interest in the study of Holland, and the children 
were eager to make plans and begin. Another group of children be- 
came interested in Farm Life through the telling of a very interesting 
vacation experience by one of the children. 

Children are accustomed to centers of work and oftentimes inquire 
of their new teacher, "What centers of work could we have?" Among 
the older groups the teachers often discuss with the children the big 
topics to be studied during the semester. One group discussed with 
the teacher some of the things they would like to find out about our 

25 



country. Many topics were suggested and one girl said, "Don't you 
think it would be interesting to find out something about George 
Washington?" Another child reacted to this question by stating that 
she had visited George Washington's home at Mt. Vernon, and then 
she told the group about the house and rooms, and offered to bring 
pictures. The teacher commented on other homes which were built 
during Colonial times. Another child told of a model Mt. Vernon 
that had been constructed by another group. The teacher then ex- 
plained that the "finding out" of how these people lived in Colonial 
times would certainly help in the understanding of "The Story of Our 
Nation" and would, therefore, make an interesting center of work. Of 
course this particular group of children did not immediately begin the 
study of Colonial Life, because certain historical and geographical 
facts had to be established before the children really understood the 
meaning of Colonial times. 

There are many other ways in which centers of work have been ap- 
proached or initiated, but the interesting fact is that with each new 
group the contributions by the children to the "problem set-up" have 
differed, showing the varied interests and experiences among the 
children. 

The time required for this approach or "setting the stage" varies 
with different age levels and subjects. However, it is usually care- 
fully planned and conducted so that sufficient interest will be stimu- 
lated to cause the "problem set-up" to come as much as possible from 
the children. A child's interest in "finding out", or his research work, 
depends on the part he has had in setting up the problem. 

This approach period develops into a period in which the children 
make plans. The teacher acts as a guide or consultant. At this 
time the children discuss the different activities in which to engage 
to help in the solving and understanding of the big problem. These 
are listed and put on charts. There are also discussions as to the 
materials needed, as well as how and where such materials may be 
obtained. 

Working groups are formed and leaders are chosen. Many teachers 
feel that it is an important step to help children realize in the beginning 
that plans will have to be changed from time to time and that definite 
periods known as conference periods are to be set aside for this pur- 
pose. Some general plans are made at this time about a culminating 
activity, but as the center of work progresses more definite plans 
are made. 

26 



Then follows a long interval during which the center of work pro- 
gresses. At this time information is obtained and used which will 
help to accomplish the goals that have been set up. There are periods 
for using reference materials, conference periods, construction periods, 
periods in which groups make reports or take excursions, and periods 
for testing. 

Teachers try to give opportunities for wide reading by making 
available as much reference material as possible. Providing simple 
reference material for the slow reader is always a problem which the 
teacher solves as best she can. Often books are borrowed from the 
Pubhc Library, Again teachers use some of the class money to pur- 
chase suitable books. Children are encouraged to read many books. 
Reference cards are used by children to find material. If there are 
enough books the whole group might participate in reference work at 
the same time. Sometimes half of the group is engaged in this type 
of work, while members of the other half are meeting with committees 
and discussing reports. During this period the teacher is a guide or 
consultant and helps a committee with their plans, or perhaps shows 
some individual how to make notes. 

Conference periods are held from time to time to evaluate work 
that has been done and also to make plans for future work. 

Construction periods are times in which drawing or constructing 
things for the center of work is done. Usually plans for construction 
are made during a conference period. If a committee or individual 
members of a group finish work before the period is up, there are 
many other activities in which they may engage, such as offering to 
help on another committee, using reference material, getting a book 
from the library, etc. Standards of group behavior are stressed when- 
ever necessary. At the close of the construction period each com- 
mittee is given time to tidy up. 

Before a committee gives a report to the entire group a conference 
is held and check-ups are made by the committee chairman to see if 
each one is prepared to contribute his part. Standards for oral re- 
ports are set up by the children in the group. One group made the 
following standards: plan a good beginning; give your report in your 
own words; speak clearly and look at your audience; try to illustrate 
your report; use some form of check-up when you finish. Often mem- 
bers of a committee will ask a pupil talented in art to help make their 
report interesting by contributing a blackboard illustration. 

After the oral reports are given summaries are made. Sometimes 
the summaries are in the form of simple tests given by the committee. 

27 



Often the children and teacher together summarize. In the primary 
grades stories are made by the children and put on charts. 

A culminating activity offers opportunities for children to relate 
and to share their experiences with others in an audience situation. 
It also serves as a summary of the center of work. Teachers try to 
guide the planning of a culminating program in such a way that all 
members of the group will participate. Sometimes the children de- 
cide on a play for the culminating event. Then again it is in the 
nature of a class meeting, a pageant, an exhibit, or the children just 
tell the things they have done. Invitations, formal or informal, are 
decided upon, written and sent to the principal, supervisors, parents 
and friends. These programs are given during the school day and 
are always eagerly and well attended. 

It is needless to list the many ways in which subjects are integrated 
with the center of work. Progressive teachers are familiar with the 
numerous books which tell how this can be done. Each teacher to 
the best of her ability tries to relate every subject with the center of 
work in as many ways as possible, and at the same time considering 
the needs and abilities of the group, to provide for experiences which 
are more meaningful. 

In general, this is the plan by which our teachers carry out a center 
of work. Naturally problems arise. Each teacher meets her problem 
to the best of her ability and judgment. Many of these problems 
are discussed at meetings with other teachers and supervisors. At 
such meetings suggestions are offered and sometimes a solution of a 
problem is suggested. 

Regardless of such problems there seems to be a general feeling 
among our teachers that this type of work not only gives rich and 
varied experiences for children, but also provides for teacher growth, 
which after all is essential to effective teaching. 

HOW WE SCHEDULE OUR TIME 

The school day at Midget Savannah begins formally at nine o'clock 
and ends at two o'clock. Because of this rather short school day, 
much activity begins at eight-thirty in the morning. 

On account of the distance from the school at which some of our 
children live, and because many of them are dependent upon their 
parents or the school bus for transportation, we have found that it is 
best to have the clubs meet at the eight-thirty hour. Therefore, 

28 



every morning children are seen hurrying to get to school in time for 
the different club meetings. 

In the lower grades, where there is much large construction in con- 
nection with our centers of interest, we find it best to do this work 
early in the morning. Many houses and barns are made at this time. 
The patrolmen allow the children to go to their rooms to work upon 
anything which they have planned. 

The teachers are always glad to give extra help to children who 
need it, and the upper grades use this early morning time for that 
purpose. Remedial work in the first and second grades is done 
between the time of dismissal at one-forty, and two o'clock. 

The programs in our school are very flexible, subject to change as 
the need arises, and considered only as a guide by the teacher and the 
class. With the new type school it would be impossible to divide the 
day into short periods of time as was done in the traditional school. 
In the intermediate grades the early morning is usually given over to 
a conference period at which time the day's work is planned and dis- 
cussed and problems of the class are solved as satisfactorily as 
possible. A definite period is allowed for drill in tool subjects; also 
one for appreciation subjects. (See Table of Contents for two typical 
daily programs.) 

Due to the size of our school and to the fact that we have a very 
small playground, we decided to have two recesses instead of one. 
At the first recess, beginning at eleven-fifteen, the children of the first 
and second grades go to the playground, where for fifteen minutes 
they enjoy organized and supervised play. This supervision is done 
by boys and girls of the fifth and sixth grades working with a com- 
mittee of teachers who help plan the games. There are always from 
two to four teachers on duty to supervise the playground. The City 
Playground Department has given us some equipment, and the City 
Playground Director has been of much help in planning this new 
venture. 

After the fifteen minute play period the children go to their rooms 
for their lunch. In the upper grades the order is reversed; the children 
have their lunch period first, and then go to the playground. 

We have found this recess very satisfactory as it helps to eUminate 
crowding and noise. There are very few children who do not want to 
play and who do not seem to enjoy this period. At the same time it 
is giving opportunity to boys and girls to develop leadership in our 
school life. 

29 



HOW WE LEARN ABOUT OUR COMMUNITY 

How closely the lives of our children are linked with the general 
interests of our community, and yet how often we find that they are 
startlingly ignorant of the things that go on around them! How many 
tots beUeve that their glass of milk at breakfast comes solely from a 
bottle, or that the many other things they view or use each day just 
happen! 

It is our task to make these everyday contacts have a vital interest 
and a more lasting value to our children. 

Now what could be more exciting to a boy or girl than to know he 
or she is going on a trip? The first mention of an excursion brings a 
flutter of excited questions and a stir of new interest, especially if 
interest has begun to lag a bit. Now must come the careful planning 
period. "Why are we going?" "When shall we go?" "How will we 
use the information we get?" "Will it help us to learn more about 
the community in which we live?" 

We must have a conference to work out and decide the purpose of 
our excursion. We want to gain information needed to answer the 
questions we have asked. We want to have direct experiences that 
will help us with our classwork. We want to learn all we can about 
how people work and live together. 

Here is a Ust of some of the excursions that have been made by the 
boys and girls of our school at various times: 

Place Purpose 

Playhouse ....To see how it is built 

House Being Built To see how constructed 

A Furnished Home To see necessary furniture for each 

room 

The County Farm To see animals used on a farm 

Bethesda Home for Boys To see how people must cooperate on a 

farm 

A Goat Farm To see goats and learn of their use 

Florist Shop To appreciate the beauty of flowers 

Fire House To see how the firemen help the com- 
munity 

Irene Mound To see Indian reUcs 

30 



Chinese Restaurant To see Chinese foodstuffs and their 

preparation 

Bakery To see how the baker helps the com- 
munity 

Dairy To see cows and dairy products 

Uptown to See the City To see how the streets are laid out and 

to see the location of buildings 

Mulberry Trees To see what the silkworm eats 

Neighborhood Stores To observe arrangement of goods, buy- 
ing and selling 

Bus Station To study transportation 

Union Station To see modern train 

Ocean Steamship Terminal To see how trips may be made by 

water 

Early American Kitchens To see furniture, dishes, fireplaces, and 

(Telfair Academy of Arts) other household articles 

Steamship Terminal To study modern steamboats and learn 

something about modern shipping 

Fort Pulaski To observe construction of fort, moat, 

drawbridge, portcullis, etc. 

Telfair Academy of Arts To appreciate works of art 

Charleston, S. C, Museum To gain historical and scientific infor- 
mation 

Flower Show at Auditorium To see arrangement of flowers and to 

appreciate beauty 

Bird Walk To see habits of our native birds 

Public Library To learn value of a lending library, and 

to get acquainted with the building 

Would you like to read the details of one community contact? A 
class has been studying about how the early American people lived. 
They have arrived at the point in their study where they need to find 
out something about the homes of the people they are studying — how 
they were furnished, what kind of heating arrangements they had, 
what kind of cooking utensils were used, and something about all the 
necessary articles used in an early home. 

There is a buzz of excitement when the teacher asks the class if they 
would like to visit a home where some of those things might be seen. 

31 



She asks if anyone knows of such a place they might visit. A boy 
suggests the Telfair Academy of Arts; he has been there with his 
mother and has seen just what they have been studying. Then it is 
unanimously decided that they will go to see the drawing room, dining 
room and early American kitchens at the Telfair Academy. 

Now must come a planning period. First, they must decide just 
why they are going. They decide that they will go to learn how the 
early Americans furnished their homes, and to find out something 
about how they lived in the home. 

The anticipation speeds the preparation. They very quickly de- 
cide when they will go. The secretary writes a letter to Miss Riley, 
the principal, asking for permission to go on the date that has been 
chosen. Each child writes a letter to his parent telling of the inten- 
tion of the class to take the trip, and asking for help with the trans- 
portation of the boys and girls to and from the Art Gallery. A list 
of the things for which they wish to look is made by the class. Four 
or five small groups are formed with a responsible leader for each 
group. Small booklets are made in which each child will take notes 
and make sketches. A conference is held on the standards of conduct 
to be observed while on the trip, and certain definite standards are 
decided upon. 

Now the great day has arrived! The parents who have agreed to 
furnish transportation await their directions for the trip. The teacher 
hurriedly goes from one car to another giving a few helpful directions. 
They're off! What a jolly time they have on the ride uptown talking 
to their friends! Now they are ready to go into the Gallery. They 
recall their standards of conduct while in public buildings, especially 
in museums or libraries. They quietly approach the kitchens in the 
basement, where they browse at leisure for a few minutes, looking at 
such objects as Betty lamps, snuffers, old guns, hide bottom chairs, 
warming pans, cranes, Dutch ovens, and many other things hitherto 
seen only in pictures. Then the teacher calls the group together, 
pointing out and explaining all of the most important articles in the 
exhibit. Questions are asked and answered, after which the children 
are left free to sketch and make notes in their booklets of the things 
that interest them most. In a Uttle while the group is called together 
again to go to the drawing room and the dining room, and they are 
amazed at the elegance and beauty of the old furniture and the marble 
fireplaces. Drawings and notes are made in these rooms, too. The 
time has seemed all too short, but back to the classroom they must go. 
All agree that they had a grand time and learned so much more than 
they had found out from the books they had read. 

32 



The follow-up work must come now. What specific values have 
been gained from the trip? The trip is discussed informally in class, 
sketches are shown, and especially good sketches are selected to be 
enlarged for the bulletin board or for charts. New words are added 
to the vocabulary and old, familiar ones are reviewed. Letters of 
thanks are written to the parents who furnished transportation. 
Questions about things observed are asked and answered. Discussion 
of things that were especially interesting takes place. Reference books 
are delved into to find out more about what was seen. The informa- 
tion gained on the excursion is incorporated into the reports of the 
committees working on Homes and Furnishings. 

What then are the results of such an excursion? The children are 
drawn into informal conversations, making speech freer and drawing 
out the thoughts of the timid or disinterested child. A spirit of shar- 
ing information is cultivated, each child lending his ideas and observa- 
tions to others who may not have observed all that he did. Ideas 
are gained for art work and for construction of articles that make the 
subject matter more concrete. Invariably the children form a desire 
to make further contacts. They become more interested in their own 
community and begin to realize that the school is a vital part of it. 
School books are no longer their only source of information, but ex- 
cursions into the commonplace activities of the locality become a 
connecting link between the school and the community. 

Was the excursion worth-while? We think so. Thus, through 
work and play we strive to give our children a foundation for later 
life built upon the principles of good citizenship. We try to maintain 
a happy, wholesome spirit of good comradeship, and to remember that 
we are teaching children, not subject-matter. Because each child is 
a potential citizen, we feel that it is our duty and privilege to lay the 
foundation for that future citizenship. 



33 



CHAPTER IV 

HOW CREATIVE DESIRES ARE MET 

THE CREATIVE SPIRIT AS ENCOURAGED 
BY THE TEACHER 

In Midget Savannah we are trying to provide a place where the 
entire child may grow, so music, physical education, art, and construc- 
tion are playing a big part in developing the individual. The teachers 
realize that they must do their most skillful teaching and planning in 
order to have an inspiring environment for the children. 

The centers of interest, which are found in every classroom, are 
places where the creative impulses can be guided and inspired. The 
teachers have learned to praise the efforts of the sensitive child. They 
have also found out that too much guidance can stifle the creative 
urge. In order to make an atmosphere for creative work, the follow- 
ing outline, taken from "The Child Centered School" by Rugg and 
Shumaker, has been observed: 

"Let the idea be the main thing. 
Show appreciation in the smallest creative efforts. 
Stamp out any feeling of self -consciousness." 

THE CREATIVE SPIRIT AS EXPRESSED BY THE 
CHILDREN THROUGH MUSIC 

The pupils in our primary grades have been encouraged to sense 
the rhythm of music and to express it freely, because sensing rhythm is 
the foundation of all music appreciation. 

Visit our appreciation period in the first and second grades and you 
will find the children discovering in the music the part that tells 
them to walk, run, skip, clap, or march like soldiers. The accents 
are listened to, clapped when heard, and the weak beats disregarded. 
In other rooms you may find a group of first graders pantomiming the 
story of "Little Bo-Peep"; an older group doing "The Tailor and the 
Bear"; or a fourth grade, studying Norway, dancing to the music of 
"To the Gay Village Green", a Norwegian Folk Tune. 

34 



All children find enjoyment in songs. Come to a fifth grade where 
you will find Our Western Expansion the center of interest. An 
Indian song is being sung and the boys and girls are beating the 
rhythm of the song. Later, in the same room, you will find them 
making up an Indian and a Spanish dance, and using drums, tam- 
bourines, and castanets to accompany the singing of the songs. 

Next door in a third grade room the rhythm band instruments are 
being used. We find the children showing discrimination by their 
musical taste as to whether cymbals might be used here, bells there; 
and where the triangles, tambourines, and other instruments might 
come in. This discrimination is based upon a knowledge of which 
tone color best expresses the mood of the selection. 



A third grade put the following words to the melody of "The Motor 
Car Ride" found in their MUSIC HOUR— Second Book. 

Our work is all finished 

Come with us today. 

We'll take you to ride on our bus. 

So now in a jiffy, we're off and away; 

Look! Listen! And don't make a fuss! 



These words were written by a fifth grade studying Colonial Life. 
They set them to the tune of "Jingle Bells": 

COLONIAL DAMES 

Colonial dames wore long hoop skirts 
And played on great big harps; 
They danced the stately minuet 
And trod the light gavotte. 
They made the very finest stitch 
That ever you did see. 
Now don't you wish that you could be 
A lady of that day? 



35 



Chorus 

Great big harps, great big harps, 
They played them all the time; 
They made the sweetest music 
That ever you could find! 

Great big harps, great big harps, 
They played them all the time; 
They made the sweetest music 
That ever you could find. 



One primary grade took the poem "My Shadow" by Robert 
Louis Stevenson and made up this tune for it: 



A\s SKa^^oNN 



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36 



In an upper primary grade we find the boys and girls reading over 
a group of original poems, and trying to select one to put to music. 
Their poem selected, every one tries to make a tune for the first 
phrase. After a great many pupils have contributed, the best tune 
is selected and the class learns it. Each phrase is sung and evaluated 
until the song is complete. What satisfaction a child has when his 
efforts are used, and what joy is his if he has contributed to the verse! 
The following songs were composed by this same group: 



CAPXTA L LETfE [\ 



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37 



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38 



In a sixth grade we find this original song — words and melody. The 
notation was also worked out by the class. 



dOJ>^ WORLD &JFT5 



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As we visit around the school we find a great many classes making 
instruments; some can be played upon, and some only give the child 
an idea of what the instrument looks like. In a fifth grade we find 
these instruments made in connection with a study of Indians, and 



39 



used in beating time for the songs: tom-tom, skin stretched over 
a hollow log; gourd rattles, painted; rattles, made from coffee cans 
with small stones enclosed, and cans decorated with designs; jangles, 
made from bird claws and small twisted sticks; notched sticks. 

In a study of Early Peoples we find the following instruments being 
copied: Prehistoric Life — early flute; drum; and Ancient Life — Egyp- 
tian: harp, flute; Babylonian: cymbals; Greek: Pipes of Pan, lyre; 
Hebrew: psalter, hazur, shofar; Roman: tambourine, trumpet. 

THE CREATIVE SPIRIT AS EXPRESSED BY THE 
CHILDREN THROUGH ART 

Every child, if given an opportunity, will express himself in some 
way. This might take the form of picture drawing, building, work- 
ing with clay, designing, or making costumes. All these are his ways 
of attaining outward expression of his imagination. The art work 
found in Midget Savannah is of two types, that which is inspired by 
the school work, and that which is purely imaginative. 

Take a trip with us through the halls of the school. Before a large 
plywood panel several boys and girls are painting their interpretation 
of modern Savannah. Further on is another group making large pic- 
tures of foreign children which are to be used in the school library. 
These citizens were selected by their classes because of their interest 
in drawing and painting. There are many working on this project 
who have not found it easy to adjust themselves in their own class 
group. Their deep absorption shows that here they have found a real 
interest. 

In one of the sixth grade rooms where the center of interest is Greek 
Life, a group of girls and boys are building the Parthenon. In other 
parts of the room Grecian designs, costumes, and weapons are dis- 
played. Another group of boys and girls are making small models of 
the homes of early man. They have begun with the homes of the tree 
dweller, and are making examples of homes up to the period of the 
Roman villa. They have also drawn pictures of early ships, pottery, 
etc. 

The fifth grades of the school, as you have read elsewhere, use 
Early American Life as the core around which their school experiences 
are grouped. Not only Colonial and Pioneer Life are expressed as the 
children live, build, and draw, but the colorful life of the western 
Indian is shown in bits of pottery, hand molded and colored; gay 
blankets designed on homespun and colored in with crayons; Indian 

40 



costumes made from gunny sacking ; and a piece of weaving on a crude 
loom. These children have taken a real trip into the realms of imagina- 
tion and have brought back their ideas of life in the early West. 

A fourth grade has just had a talk with a Norwegian sea captain. 
They are drawing their interpretation of the skerries and viks of the 
Norwegian coast. They will soon draw and construct scenes of 
Norway as they progress on their journey there. 

Some citizens from a third grade have made several trips around 
Savannah. Their room contains a record of what they saw and learned 
on their excursions; a large bus on which to take another trip; a frieze 
of Savannah's water front, public buildings, and paper mill; and a 
moving-picture showing the early history of Savannah. Other third 
graders are building farms, cities, means of transportation, modeling 
park fountains and benches, and making miniature clothing for an 
exhibit, each pupil intent on showing in a material way the things he 
is thinking. 

The first and second grades are glad to show you through their farms, 
model homes, toy shops, and Indian villages, where they have friezes, 
cardboard animals, post offices, toys, barns, silos, and furniture, all 
the results of creative fingers. 

THE CREATIVE SPIRIT AS EXPRESSED BY THE 
CHILDREN THROUGH WRITING 

Writing is another phase through which the child is given opportun- 
ity to express himself freely. The inspiration for this writing comes 
from several sources: from the class center of interest, from a desire 
to contribute to THE NEWS REEL, and from the imagination. 

While studying Colonial Days one child wrote the following verse: 

DANCING THE MINUET 

The people danced the minuet 
And very strict was etiquette. 
They whirled about with pointed toe. 
Turned around and then bowed low. 

Geographic concepts sometimes result in poetic expression: 

In the land of ice and snow 

That's where you live, little Eskimo. 

From far away Asia 

They think you came. 

But still they wonder how 

You got your name. 

41 



The third graders read many books on clothing. One child was in- 
spired to write a rhyme on linen: 

In Ireland, in Ireland far away 

They grow flax day by day. 

A light blue flower it does show, 

The stems make linen as white as snow. 

Much is made of the natural desire of the children to share with 
others the things they have enjoyed through writing. Here is one of 
the many verses printed in THE NEWS REEL so that all may enjoy: 

Peace, peace with all the nations, 
Peace, peace through generations, 
Join with us on Good Will Day 
Nations near and far away! 
Peace, peace strings of friendship ever, 
Friends, friends we'll be together. 

Other poems in the school paper may be fanciful or imaginary. 
Imagination plays a great part in the child's life, as in the following: 

NATURE'S WORK 

April is of happy hours, 

Full of sun and rain and flowers, 

One minute it's rain. 

One minute it's sun. 

Nature's work has to be done. 

So do trees. 

In a display of color and leaves. 

Little plants in the ground awake, 

And beautiful blossoms make. 

Birds are building their nests 

While they are singing their best. 

When at last all is through 

Nature has done its work for you. 



Riddles are fun to make up and guess: 

I bring things to the grocery man. 
The grocery man sells them to you. 
Who am I? 

— The Farmer — 

42 



Our stories are not really stories from the standpoint of literary 
structure, but are paragraphs telling experiences in home, school, ex- 
cursions, etc. Here is an excerpt from a report on music in Colonial 
Days. This is how one topic was developed. 

"There were many Negroes on the plantations in the South. 
The Negroes used their music for work and religion. The reli- 
gious songs were called spirituals. The Negroes often felt a great 
longing for their homeland and the peace of heaven described in 
the Bible. They sang songs to express these longings for that 
far-off heaven. The Negroes made their folk songs from music 
passed down by their ancestors in Africa. The Negroes can 
harmonize without any training. One of their spirituals was 
'Swing Low, Sweet Chariot'." 

The year's work is sometimes summarized in play form. The fol- 
lowing is a scene from an Arabian play: 

ARABIA AND ITS PEOPLE 

Act II — Scene II 

Scene: Outside the tent of the family. Woodega and 
Hirfa standing in the entrance. 

Woodega: It is almost time for our friends to be coming. Isn't 

that the caravan I see coming over the sand dunes? 

Hirfa: Yes. Oh, I can't wait to see them! 

Enter Abdul, Rachid and the Americans. Woodega 
and Hirja greet them in Arabian fashion. 

Hirfa: Greetings, great beast! Hirfa puts her arms around 

the American girl. 

American Boy: Why did she call us great beasts? How queer! 

Rachid: That's the way we greet people. It means that we 

are glad to see you with our head, and with our 
heart. 

American Boy: We just say hello, or hey there! 

Woodega and Hirfa go into the tent and bring out food. 

Woodega: It is so late and cool I thought we would enjoy our 

evening meal out under the sky. 
Actors seat themselves around in a circle. Rachid takes 
up the mortar and begins to crush the cofjee. All heads 
are bowed. 

43 



Abdul: 

Woodega : 
Hirf a : 

American Boy: 
Abdul: 

American Boy: 
Rachid : 



Hirf a: 
Woodega; 



Bismillah. 

Abdul helps himself first; each in turn helps himself 

from the same bowl. 

Will you have a cup of camel milk, and a date? 
Boy picks up the milk with his left hand. 

Oh! Do you pick up your milk with your left hand? 
We think only an evil spirit eats or drinks with its 
left hand. 

I'm just left-handed. 

When the evening meal is over, we must hurry for 
today is the day we bathe. 

What! Do you have a bath tub in the tent? 

We go to the bath house and pay to enter; then we 
go to a room where our robes and cloaks are taken 
off. We then sit down on a bench, but sometimes 
it is hot and we have to jump up. We sit down 
again and find it not so hot. An attendant then 
comes and begins to pound us as if we were dough. 
We get hotter and hotter, and the perspiration pours 
out. Last of all we have a glass of ice water, which 
makes us perspire more than ever. 

Our baths are not so bad, they make us feel very 
good. 

Our friends have a few minutes to rest before we go. 
Come, Hirfa, we can finish our weaving. 

CURTAIN 



If children write with a sense of freedom, much of what they write 
will be entertaining, and some of it beautiful. 

There is much yet to be done to make Midget Savannah the place 
where each creative impulse is given all the encouragement and in- 
spiration necessary to make it grow; but we, the teachers, feel that 
we are progressing in the right direction. As each small citizen brings 
forth one more product of his hands and imagination, we feel urged 
on to new effort. 



44 



CHAPTER V 
IS IT WORTH-WHILE? 

FONDNESS FOR SCHOOL 

On entering the school building one is impressed with the friendly 
atmosphere. The children meet visitors with interest, exchange greet- 
ings and offer information and assistance. The same happy spirit is 
found in the classroom, where the children are eager to tell of their 
activities. 

When it is desired that the teacher give demonstrations after school 
hours the pupils wilHngly return to help. A sixth grade class, having 
completed a unit of study on life in the Middle Ages, was asked by a 
supervisor to give a program before the sixth grade teachers of the 
system. The only convenient time for this work was at four o'clock 
in the afternoon, and the children showed their fondness for their 
school by giving their time from recreation to put on the demonstra- 
tion. The children of the second grade were so interested in making 
scenery for a Japanese unit that they were eager to come back on 
Saturday mornings to work. 

Another proof of their fondness for the school is shown by the few 
cases of truancy. Except in cases of epidemics, children are seldom 
absent. Children who have moved away seem thrilled over the idea 
of returning to their former school and seeing Midget Savannah at 
work. They recall many interesting experiences. Even after children 
reach Junior High and Senior High Schools they avail themselves of 
every opportunity to visit Midget Savannah. 

The following parts of letters illustrate the pupils' fondness for the 
school: 

Miriam says, "What good times we have had here! What fine 
things we have learned! What splendid and helpful teachers we have 
had, and what a wonderful principal! We go forth hoping to carry 
with us and to spread to others the high standards of Midget Savannah." 

Billy says, "Midget Savannah has meant six years of happy life for 
us. We have had a good time voting, running for offices, being mem- 
bers of clubs and doing many other things that have been expected of 
us. Our real lessons in the classroom were interesting, too. It has 

45 



been fun to work the units and learn so much about so many different 
things. In our minds Midget Savannah is linked with citizenship." 

A letter written by a sixth grade says, "It is to you, Midget Savan- 
nah, that we feel indebted for helping us learn how to live. It is you, 
Miss Riley, who have made us feel that our characters have been de- 
veloped during these first six years of our school life. It is to you, 
teachers, that we owe our little bit of confidence that carries us along 
life's highway. To all of you, especially to our parents and supervisors, 
do we feel grateful for the reference library and supplementary books. 
Thank you one and all for the happiness these have brought us. If 
all the other years of our lives are as happy as these, we shall have 
much for which to be thankful. So, we hope that you who have 
brought us this happiness will be repaid at least in a small way by 
seeing the pleasure that you have given us. Our memory of you 
will always be a pleasant one. Midget Savannah!" 

At the school programs where honor students are recognized, many 
former pupils are present and speak words of encouragement and 
praise of the school's methods. These expressions of praise and ap- 
preciation from friends and pupils of the school inspire the teachers 
with a confidence in their work and a belief that the method is worth- 
while and stimulates a high standard of teaching. They feel that the 
fondness shown by the pupils for the school is a proof that the method 
is a good one. 

GROWTH IN CITIZENSHIP 

Midget Savannah has had an award system, accepted by the faculty 
even though they realize that this is, perhaps, not the best method of 
developing good citizenship. 

In its beginning Midget Savannah's citizens needed an incentive 
for growth in citizenship, and in effort to do better work. This 
system was accepted because the decisions as to who received the 
awards, were made by teacher, members of the class, and the pupil 
himself. Sometimes the principal's judgment, too, was sought. The 
standards for the awards were also made by the group. 

The awards given are of little money value, but have served their 
purpose. There are three types of awards — a citizenship button, a 
felt letter, and a gold or silver pin. The buttons, made up in the 
school colors, purple and gold, with the words "Good Citizens" and 
the year, are used in the primary grades for growth in citizenship. In 

46 



the intermediate grades this button is given for good citizenship, and 
no pupil may receive a letter or pin unless he also receives a button. 

In the intermediate grades a felt letter carrying out the school 
colors is given for growth in citizenship, good scholarship, and partici- 
pation in school activities. Each citizen may receive during his school 
life six letters: first, a gold felt "W" on a purple felt shield; second, a 
gold "W A" on a purple shield; third, a gold "W A S" on a purple 
shield; fourth, a purple "W" on a gold shield; fifth, a purple "W A" on 
a gold shield; and sixth, a purple "W A S "on a gold shield. 

From the fourth through the sixth grades a citizen who shows 
growth in citizenship, who has excellent scholarship and takes part in 
the school activities receives a pin. Beginning in the first semester of 
the fourth grade with a silver "W", the pin is changed each semester, 
ending with a gold "W A S" when the pupil leaves Midget Savannah. 

At the end of each semester parents, friends and pupils meet in an 
assembly where pupils of outstanding citizenship and scholarship 
are recognized. 

After using this plan for a number of years, the principal, teachers 
and students feel that they no longer need a special scholarship award, 
as all good citizens should do their very best work; so they are now 
making a change in the award system. 

The new plan still awards the lower grade pupils the button for 
growth in citizenship, but in the upper grades the pin is given up and 
the standard for a letter raised. In these grades the button must still 
be worked for and stands for, not only good citizenship, but growth in 
citizenship each semester. The letter is awarded to the pupils whose 
citizenship is outstanding, whose class work is the best he can do, and 
who takes part in many school activities. 

To the pupil who gets the six possible letters is given a gold "W A S" 
pin as he goes to Junior High School, this making him a member of 
Midget Savannah Honor Club. 

Below are the minimum requirements showing growth in citizenship: 

Politeness 

Speaking one at a time 

Being polite to each other, to teacher and to visitors 

47 



Co(yperati(m 

In entering and leaving building quietly 

In being neat in room, work and person 

In obeying all safety rules 

In taking care of his own and other people's property 

In moving about the classroom quietly 

In keeping promises 

In developing good sportsmanship 

Use of Time 

Always ready with material 
Prompt in doing class work 
Prompt in beginning extra work 

For outstanding citizenship the pupil is expected to live up to the 
school creed given in Chapter One. 

The success of this system is shown in the large numbers of students 
who have received buttons, pins and letters each semester. 

SKILLS 

It is not enough that children have a fondness for their school, and 
that they grow in those citizenship qualities and first-hand experiences 
which lead to more effective membership in a democratic society. We 
feel that children must also grow and develop in those skills and abilities 
which will permit them to take an active and enlightened part in the 
affairs of the group. These skills are more or less useless if developed 
apart from actual contact with the end in view. It is our conviction 
that it is better to teach Mary and Johnny through arithinetic than to 
teach arithmetic to Mary and Johnny. 

It was decided to find out how well the children in Midget Savannah 
rate on standardized tests in the so-called "fundamentals," but which 
we prefer to call the "tools of learning." Seventy-five children in 
the high fifth grade and eighty-one children in high sixth grade were 
tested by the supervisor. The tests used were the Otis Quick Scoring 
Mental Ability Test, Beta, Form A; and the Metropolitan Achieve- 
ment Test, Intermediate Partial Battery, Form A Revised. In con- 
sidering the results of these tests it should be kept in mind that 
proficiency in the tool subjects is not the sole objective of this school. 
It has other objectives, treated in another part of this report, that are 
considered just as important and even more important for some chil- 
dren. The results of the tests are shown in the following table and 
comparisons made with the national standards for the grades tested. 
All scores are median scores and expressed in terms of grade scores 
for purposes of comparison. 

48 



MEDIAN GRADE SCORES ON MENTAL AND 

ACHIEVEMENT TESTS IN GRADES 

5A AND 6A 



Grade 


Mental 
level 


Age 
level 


Average 
achievement 


Reading 


Vocab. 


Arith. 
fund. 


Arith. 
prob. 


Eng. 


Spell. 


5A 

Mos. above 
or below 
standard 


5—0 

8 


5—6 
2 


5—6 
—2 


5—6 

—2 


5—5 
—3 


5—4 
—4 


5-0 

—8 


6—3 

+5 


5—3 
—5 


6A 

Mos. above 
or below 
standard 


6—2 
—6 


6—3 
—5 


6—5 
—3 


6—5 
—3 


6—4 
—4 


7—1 

+3 


6 3 
—5 


7-0 
+2 


5—7 
-1-1 



In the fourth column the average achievement for the grade scores 
in all subjects is shown to be 5-6 and 6-5, or two months below stan- 
dard in the 5A grade and three months below standard in the 6A 
grade. Taken alone, these two average scores show a slight deficiency 
in the skill subjects as compared with the national standards. But 
test scores in achievement cannot be properly interpreted until they 
are compared with the mental test scores of the children under con- 
sideration. The mental ratings of these children are found in the 
second column. The mental level of the 5 A grade is shown to be 5-0, 
or nearly a year grade below the norm for that grade. The mental 
level of the 6 A grade is 6-2, or two-thirds of a year grade below norm. 

When we compare the average achievement scores with the mental 
level, the conclusion is that the achievement of these children in the 
skill subjects is very satisfactory, or as much as we have a right to 
expect. The median achievement score of the 5A grade is two-thirds 
of a grade year above their median mental level; that of the 6 A grade 
is one-third of a grade year above their median mental level. No 
subject score in the 5 A grade is below their mental level. Only one 
subject score, that of speUing, in the 6A grade is below their mental 
level. This would indicate that the school program and the teachers 
are doing a good job in developing the material with which they have 
to work. 

As to the individual subjects, the median scores range from five 
months above standard in 5A English to one year and one month 
below standard in 6A spelling. The median score in arithmetic funda- 

49 



mentals is above standard in 6A, and both grades are above standard 
in English. These high English scores are probably due to the excel- 
lent practice which the school program gives in the proper use of oral 
language and the very practical use made of language forms in writing. 

The scores in reading and vocabulary, although satisfactory in 
comparison with mental levels, are not quite as high as the reading 
experiences of the children in this program would seem to justify. 
They do a great amount and variety of extensive reading, but perhaps 
not of the type called for in the test. 

The median score in spelling for the 6A grade is the lowest score of 
all. This was investigated but no good reason could be found to 
account for it unless we accept the explanation that these children are 
"poor spellers". We do know that they get considerable practice in 
spelling and using in writing many words not found in the spelling 
books, when they make reports, posters, etc. 

One final caution should be noted in regard to the test scores given 
above. We had no local standards with which to make comparison 
and had to use the national standards. Many factors enter in to af- 
fect local scores, such as a short school day, a "stepped-up" curriculum 
in arithmetic, the policy of promoting over-age children, the practice 
of using easy reading material in grades higher than those for which 
it was intended, etc. In consideration of these local factors, we have 
many reasons to conclude that the school program and teachers of 
Midget Savannah are not neglecting the "tools of learning". 

CARRY OVER 

As evidence of the interest in Midget Savannah, and the apprecia- 
tion of the results, the following letters are quoted from among many 
that have been received: 



Dear Miss Riley, 

You gave us a most helpful and delightful day in your school 
Friday, and I truly thank you. 

It must be most gratifying to you to see the results of your 
labors. You are truly building good citizens. Their self- 
control and self-direction, their poise and courtesy were remark- 
able. I was very much impressed also with the good English 
they used and their understanding of the aims and scope of 
their work. 

50 



The atmosphere of the school was that of wholesome living 
and good will. I congratulate you and pray that God will 
continue to bless you and your school. 

Sincerely, 

Agnes Barden, Supervisor 
Macon Schools, 
Macon, Georgia. 



BOARD OF EDUCATION 

Augusta, Georgia 

April 22, 1929 

Miss Audrey Rothenberg, Mayor, 
Midget Savannah 
Waters Avenue School 
Savannah, Georgia 

My dear Miss Rothenberg: 

Now that I am back in my office, I am going to take time to 
tell you how much I appreciated your very kind and considerate 
attention to me while I was a guest of Midget Savannah. 

You and your fellow citizens have defined for yourselves a 
set of ideals that are sure to result in the development of the 
highest type of citizenship. But to define an ideal is one thing 
and to live up to it is another thing. I am deUghted with the 
thought that you are living up to your ideals to a remarkably 
high degree. Everything that I saw, and I saw much, indicated 
that the citizens of Midget Savannah were doing the things 
that go into the making of a happy, contented group of co- 
operating workers. You are now living your lives in a very 
real sense. You are forming the habits, ideals, and attitudes that 
are to characterize your conduct as you grow older and take 
your places in the larger activities of your community. 

I feel sure that Savannah will be a better city in which to 
live because of the work that is now being done by you and your 
fellow citizens. 

51 



Tell your fine teachers and your principal, Miss Riley, that I 
appreciate the wonderful work that they are doing. After all 
is said, it would not be possible for you girls and boys to be 
doing your work as it is now being done, without their leader- 
ship and guidance and their understanding of childhood and 
its possibilities. 

With best wishes for your success, I am, 

S. D. Copeland, 

Superintendent of Schools 



As evidence of the rating and esteem in which the pupils of Midget 
Savannah are held by the next higher school to which many are pro- 
moted, the following letter is printed: 

RICHARD ARNOLD JUNIOR HIGH SCHOOL 
Savannah, Georgia 

April 6th, 1939 

Miss Romana Riley, Principal, 
Waters Avenue School, 
Savannah, Georgia 

Dear Miss Riley: 

Our teachers who teach the 7B pupils as they come to us 
from the elementary schools have frequently remarked upon 
how well the Waters Avenue pupils seem to fit into our organ- 
ization. They seem to have learned how to work together 
harmoniously and successfully, and learn very quickly to adapt 
themselves to the changed conditions in the junior high school. 
This has been particularly noticeable in cases where we have 
been able to keep them together. 

We congratulate you upon the excellent work you are doing 
in developing boys and girls into good citizens. 

Cordially yours, 

J. W. Griffeth, 

Principal. 
52 



INTERESTING CHANGES 

The teachers in Midget Savannah have changed from the class 
centered teacher to the teacher who is interested in the school as a 
whole. They have come to understand that an effort must be made 
to have work of the schoolroom contribute to the full development of 
each child and to harmonize with the demands of the school organiza- 
tion upon the classroom. The teachers have learned to cooperate with 
each other in order that the pupils may have experiences in various 
activities. For example, the teachers in the upper grades will permit 
pupils to assist children in the lower grades with building a tepee, or 
helping to put the roof on a house. In almost all the classes tables 
and chairs have replaced formal desks, so that the children may work 
in groups. This close contact provides a means of self-expression 
among the children and teaches them a democratic way of living. 

The change in the pupils is as noticeable as the change in the teach- 
ers. Instead of the formal atmosphere of the old school, the pupils 
of the new school are free to move about and work out problems in 
hfelike situations. We enter a classroom where the children are busy 
and orderly. There is no teacher in evidence. Upon inquiry we find 
she is busy in the assembly room with the Glee Club, or perhaps 
attending a meeting of the School Boy Patrol. 

Problems of discipline are seldom brought to the principal's office 
as before the days of Midget Savannah. They are usually taken care 
of by the class with the teacher as a guide. Children are seen in the 
office, but they are discussing with the principal plans for the improve- 
ment of the school instead of being there for punishment of offenses. 

Although the many activities of this plan may require more time 
and effort, the teachers realize that it has resulted in more pleasant 
relationships. Teachers work together and confer on the whole de- 
velopment of the pupil; pupils look upon the teacher as a guide and 
helper; and parents and teachers understand much better their mutual 
problems. The evident changes in the pupils, their initiative and 
pohteness, their pride in the organization of the school and their 
growth in good citizenship have been the source of much satisfaction 
to their teachers. 

Is it worth-while? Yes, we believe it is. We hope that our work 
is so closely related to life itself that it has become a thing of continual 
growth. May our understanding be so great that our eyes will see 
each needed change as it presents itself, and may our interest and 
enthusiasm carry us far on the road to greater things! 

53 



A TYPICAL PRIMARY DAILY PROGRAM 

9.00 Contribution and Planning Period 

Opening exercises, check-up (health, lunch orders, etc.). 

9.30 Find-out Period 

Research in social sciences, discussion, language, related 
reading. 

10.20 Drill Period 

Spelling, writing, numbers, language. 

11.30 Lunch in room, outdoor play. 

12.00 Reading 

Croup reading three days a week, recreational reading one 
day, library one day. 

1.00 Appreciation 

Music, art, literature, encouragement of creative work. 

1.30 Construction Period or Unassigned Time 

Teacher check-up, individual help, free creative work. 

2.00 Dismissal 



54 



A TYPICAL INTERMEDIATE DAILY PROGRAM 

9.00 Contribution and Planning Period 

Opening exercises, check-up (lunch, health, etc.), planning 
for the day. 

9.30 Drills and Skills 

Spelling, writing, language, arithmetic. 

11.00 Appreciation 

Music, literature, encouragement of creative work, etc. 

11.30 Lunch in room, and outdoor play. 

12.00 Reading 

Group reading, book reports, current events, recreational 
reading. 

12.40 Social Studies 

Discussions, reports, reference work, language. 

1.20 Art and construction connected with the center of interest, 
free time, library, check-up, etc, 

2.00 Dismissal. 



55 



A FOURTH GRADE CLASS MEETING 

President: The meeting will please come to order. Will you 

suggest a song to sing? 

Jean: Let's sing "To the Gay Village Green". 

Class sings the song with the song leader directing. 

President: The secretary will read the minutes of the last 

meeting. 

Secretary: Our regular class meeting was held Friday at one 

o'clock. President Joyce Scott called the meeting 
to order. We said The Lord's Prayer. The secre- 
tary read the minutes of the last meeting. The 
treasurer reported a balance of sixty-one cents. 
The Council member asked us to cooperate in 
keeping the yards clean. The helpers gave their 
reports. We gave Winona and Joanna a cheer for 
being such good lunch helpers. Iva moved that 
we buy some wax tulips for the room. We voted 
to buy some. Bobby said he would bring some 
real tulips. Lucy said we should move some of our 
Norwegian pictures from the front of the room to 
the Lookout Corner. Chester seconded the mo- 
tion. In was carried. Margaret Ann suggested 
that, because Captain Olsen, the Norwegian Cap- 
tain, had visited the class and had brought us gifts, 
we send some toys to his children. We decided to 
send Arne a baseball and Liv a doll. We checked 
citizenship. Then we had the program. The meet- 
ing was adjourned. c^^ • ■, r n, 

Shirley Jones, Secretary. 

President: Are there any corrections to the minutes? If not, 

the minutes stand approved. W^ill the treasurer 
please read her report? 

Treasurer: Balance on hand April 7, $.61; we spent $.10 for a 

book, $.10 for paper lace, leaving a balance on 
hand of $.41. 

President: Thank you. We will now have the Council mem- 

ber's report. 

At the Council meeting it was suggested that we 
improve our coming into and going out of the 
building. I want all of you to think about some 



Council Member: 



56 



President: 
Hostess: 

Flower Helper: 

Plant Helper: 
Housekeepers : 
Window Helper: 

Doctor and Nurse 



President ; 
Iva: 

Lucy: 



President : 
John: 



Arthur: 
Bill: 



aims for the school to work on. The aims we de- 
cide on will be called for at the next meeting of 
Council. 

We will now have the reports of the helpers. 

I have welcomed three visitors this week. I told 
them what we were doing. 

I have arranged the flowers in the vases. Please 
cut flowers with longer stems. They will look 
prettier in the vases. 

We have watered the plants three times this week. 
We need some more plants. Will some one bring some? 

We have tried to keep the room clean and at- 
tractive. Row H is leading the room in neatness. 

I have opened and closed the windows when they 
needed it. I have tried to keep the room at 68 
degrees. 

We have inspected teeth, fingernails, hair, skin, and 
cleanliness every day. I'm glad to report that 
four people have stopped biting their fingernails. 
I have telephoned to the children who were absent. 
Jewel's mother says she will be back Monday. 

The other helpers give their reports. 

Any old business? 

We made a rule not to bring paper dolls to school. 
I think some people are forgetting. 

We need some more money in the treasury. I 
think we should have our cooky sale this week. 
We said we would have it two or three weeks after 
Miss Riley had hers, so I move we have it this week. 

Any discussion? 

Daddy said he can let us have the cookies cheaper 
if we sell doughnuts, too. The doughnuts are 
twelve cents a dozen and the cookies eight cents a 
dozen, wholesale. 

I think we should sell both. 

I think John should be chairman of the sale since 
his father is letting us have them so cheap. It will 
be more convenient for John to give his father the 
orders. 



57 



Martha Ann: 
President : 



Jerry : 
President : 
Jean: 
Sanf ord : 



Jean: 

President : 
Chester: 

Betty Ann: 
Lucy: 



President : 



President : 



I think we should have the sale Friday. 

We will vote on Lucy's motion. Class votes. The 
motion is carried. We will have our doughnut and 
cooky sale Friday. John will be chairman. We 
must start getting orders today. Any other old 
business? — Any new business? 

I think we should make something for Switzerland. 

Does any one have any ideas? 

Let's make a Swiss chalet. 

In Science Club they want every class to make a 
miniature garden for the flower show. Couldn't 
we make our chalet small and use it in a garden? 
We could fix the garden like a mountain pasture. 

That's a good idea! Let's vote. Class votes to make 
a chalet and pasture. 

Any other new business? 

I think we should tell the good things people do 
and not the bad ones. 

I read in a book about some children who had a 
Good Deeds Club. They told about all the good 
deeds they saw children do. 

We could have something like that. We could 
have a good deeds reporter to tell about the good 
deeds he sees. He could make a report at the 
meetings. 

Any further discussion? — We will vote. All want 
good deeds reporter. I appoint D. C. as good 
deeds reporter. Any other new business? — If not, 
we'll check citizenship. 

Children tell what they think they deserve, class dis- 
cusses with teacher's guidance, and the secretary checks 
the chart. 

We will now turn the meeting over to the program 
chairman. 

A variety program is given. 

Then the meeting is adjourned. 

58 



OUR CITY, SAVANNAH 

(A Third Grade Activity) 

APPROACH 

When the class came into 3B in January a few pictures and pam- 
phlets about Savannah had already been placed on the bulletin board 
by the teacher. In addition there were a few charts displaying city 
pictures, poems, and riddles done by another class. 

At the first conference period the children examined their geography 
books, HOME FOLKS, and discovered that their social studies work 
would center around farm life, city life and their interdependence. 
The class voted to concentrate on the study of city life. In another 
conference period, through questions by the teacher, the children dis- 
covered that they knew very little about their own city. Consequently, 
they decided to study "Our City, Savannah." 

At a class meeting when officers were to be elected the children or- 
ganized a "Know Your City Club" and elected their club officers 
rather than their class officers. Names of the officers were posted on 
a chart entitled "Know Your City Club", which was displayed just 
inside the door. Regular club business meetings were held each Friday, 
at which time citizenship was checked and club affairs discussed. 

PLANNING 

After suggesting and discussing many things that could be done in 
the study of Savannah, the class and the teacher selected sixteen 
general aims and made the following chart: 

We Want To 

Study city life. 

Learn all we can about Savannah. 

Go on excursions in Savannah. 

Be able to tell about Savannah. 

Have a summary program. 

Build a bus in which to tour Savannah. 

Draw pictures about Savannah. 

Make a picture show about Savannah. 

Make good reports. 

Collect city pictures. 

Read poems and stories. 

59 



Write original poems, stories, and riddles. 

Learn new songs and games. 

Be good sports. 

Be good citizens. 

Cooperate in all Midget Savannah plans. 



The following chart was developed as the class was ready for it : 
Things To Learn About Savannah 

History and Location 

Story of the founding of Savannah; Tomochichi; The Wesleys; 
George Whitfield and Bethesda; S. S. Savannah; Location of 
Savannah on the map. 

Squares and Monuments 

Johnson, Wright, Chippewa, Madison, Monterey. 

Transportation and Communication 

Education and Culture 

Schools, Library, Telfair Academy, Music. 

Government 

Recreation and Amusement 

Theaters, Parks, Savannah Beach, Y. W. C. A., Y. M. C. A., Boy 
and Girl Scouts. 

City Helpers 

Industries 

PROCEDURE 

In the very beginning plans were made for a culminating activity. 
The children wanted to go on a sight-seeing tour of Savannah and were 
to make a bus for this purpose. They planned to draw pictures of all 
the things they would see and to display these around the room. Any 
historical facts which they learned they decided to show in pictures. 
A space on the wall was reserved to paste picture post cards of Savan- 
nah. Another space was reserved to paste picture cards of other cities. 
Any pictures of Savannah and other cities cut from newspapers and 
magazines were to be kept in a scrapbook. 

60 



Since there is very little available printed matter concerning Savan- 
nah which is suitable for third grade reading, the class had to gather 
material from various sources. Much of the printed material had to 
be read to the children and discussed by them. In many instances 
the children brought in facts they had learned at home. Information 
was also gained through excursions and through questions and dis- 
cussions with adults, with facts confirmed by calling offices of city 
officials. 

As original reports, stories, riddles, poems, letters and problems 
were written, the class had to decide upon some way of keeping them. 
They decided to publish them in a newspaper called KNOW YOUR 
CITY NEWS, and this was kept throughout the semester. 

The first reports were made on Transportation and Communica- 
tion because the children were more familiar with this and because 
they wanted to start work on their bus. After learning the meaning 
of these words, they were able to name the different means of trans- 
portation and communication in Savannah. They collected and drew 
pictures of buses and made a list of materials they would need to 
build a bus large enough for them to get into. After these materials 
were obtained and a committee selected, the committee began building 
the bus. 

Maps were borrowed from upper grades and Savannah was located. 
A group of children drew a large map of the United States to keep in 
the room. The class next read about the founding of Savannah and 
Tomochichi, and committees made reports. The class talked about the 
street plan of Savannah, the squares on Bull street, and a few prominent 
buildings. 

Soon they were ready for their first excursion. Letters were written 
to the principal for permission and to mothers asking for transporta- 
tion. A list was made of things to look for and each child was made 
responsible for a specific fact. There were lessons in courtesy, how to 
cross streets, and the care of plants in parks. The first excursion, on 
February 17, included the following: Union R. R. Station; Central of 
Georgia R. R. Station; Union Bus Station (interior), and inside of a 
bus ; Oglethorpe bench on Bay street ; City Hall (interior) ; riverfront ; 
high bluff; Savannah Bank & Trust Building (interior); view of 
Savannah from bank building; Johnson Square; Hotel Savannah 
(lobby); Wright Square, and Tomochichi Stone; Chatham County 
Court House; Post Office (interior); Chippewa Square; Savannah 
Theater; DeSoto Hotel (lobby and swimming pool). 

61 



After the excursion, stories, riddles, and letters of thanks were 
written, pictures were drawn, class discussions were held. The class 
invited another 3B class to hear about their excursion. 

As their study developed, the children listed other interesting places 
they wanted to see. On their second excursion on March 22 they saw: 
Telfair Academy, inside all rooms; Airport, interior of Administration 
Building, inside of a passenger plane. Eastern Air Lines plane land and 
take off, unloading of mail; Forsyth Park; Armstrong Junior College. 

In April the first Southern Paper Festival was held in Savannah. 
Of course, every one was greatly interested, and a number of children 
made paper costumes in honor of the Festival. The children talked 
about paper-making. One child brought an encyclopedia to school 
and the teacher read to the class something about the history of paper. 
Accounts of the paper industry in Savannah were clipped from news- 
papers. The class drew a large poster entitled "Pine to Paper", show- 
ing pine trees, logs, a picture of the Union Bag and Paper Corporation 
in Savannah, and a large paper bag made there. From this arose a 
discussion of other industries and a few were listed. 

From time to time during the semester check-up tests were given. 
Many review discussions were necessary. The following is a sample 
of one type of test given. The children were instructed to copy and 
complete the following sentences : 

The five squares and monuments on Bull street are 



The first steamship to cross the ocean was_ 



The first Sunday School in America was started by- 
Many beautiful hymns were written by 



Bethesda, a home for boys near Savannah, was founded by. 



62 



City poems were read. A group of favorite ones by Dr. James S. 
Tippett was selected by the class, typed, and made into a booklet for 
which the class drew a cover page. The following city poems were 
memorized by children who desired to memorize them: "Taxis," by 
Rachel Lyman Field; and "Tugs," "The Green Bus," and "Our Auto- 
mobile," all by Dr. Tippett. 

Reports were made on all of the things listed on the chart "Things 
to Learn about Savannah' \ Some reports were in story form, while 
others, such as "City Helpers" and "Industries" were in outhne form. 

The following pictures were drawn and mounted: 

A poster, "Pine to Paper" 

A map of the United States 

A waterfront view of Savannah 

High bluff at Savannah, showing stone steps leading from 
River street to Bay street 

Buildings: Christ Church, Telfair Academy, Post Office, 
DeSoto Hotel and pool, Bus Station, Union R. R. Station, Girl 
Scout Headquarters, City Hall, Savannah Bank & Trust Co. 
Building, Savannah Theater 

Monuments: Nathaniel Greene, William Gordon, James 
Edward Oglethorpe, Count Pulaski, Tomochichi 

Recreation: Children on a Playground, Beach at Tybee, 
Fountain in Forsyth Park, Children Playing in a Yard, Riding 
Horseback, Circus Parade 

City Helpers: Nurse, Doctor, Postman, Fireman with Fire 
Truck, Milkman, Policeman 

Transportation and Communication: Ship, Train, Bus, Air- 
plane, Tug, Street Car, Bicycle, Taxi, Motorcycle, Automobile, 
Telegraph, Radio, Telephone, Newspaper, Mail Box 

CULMINATING ACTIVITY 

After deciding on a date and writing and sending invitations, the 
class gave the following summary program on May 18: 

General 

Welcome 
Our plans 

Scrapbook and Pictures 
Getting Information 

63 



Committees 

Our Newspaper 

Excursions 

Location and Size 

Songs: "Old Savannah" (Green Forrest), "Georgia" (C. M. Gibbs) 

Transportation: told in poems and songs. 

Poems 

"Tugs"— James S. Tippett 

"Taxis" — Rachel Lyman Field 

":My Bicycle"— Original 

"A ^Motorcycle" — Original 

"Our Automobile" — James S. Tippett 

Songs 

"On the Train"— MUSIC HOUR II 
"The Airplane' —MUSIC HOUR II 
"The Ship"— :^IUSIC HOUR II 
"The Bus Ride"— Original Words 
"The Street Car"— MUSIC HOUR I 

A Tour of Savannah 

As the children played that the bus was proceeding along Bull street, 
the "driver" pointed out interesting places and some of the children 
told about: 

City Government 
Parks and Monuments 
Savannah Theater 
Recreation and Amusement 
Telfair Academy 
Founding of Girl Scouts 

As they "passed" Forsyth Playground, children were playing Jump 
Rope (rhythmic play to song in MUSIC HOUR I) and Swinging 
(rhythmic play to song in MUSIC HOUR II). 

A Program over W.T.O.C. 

As the children pretended to be presenting a weekly program on 
education, the following things about schools in Savannah were told: 

How many schools: kinds, names 
How our schools are run 

64 



What we learn in our schools: In telling of things learned in 
schools, the boys did an original marching game to the song 
"Soldiers Three" (MUSIC HOUR II); the girls presented an 
original dancing game to the song "Dancing Song" (MUSIC 
HOUR II). 

History of Savannah in Pictures 

The "Lucas Theater" presented the following historical pictures: 

The Good Ship Anne 

Tomochichi Meeting Oglethorpe 

Early Map of Savannah 

John Wesley 

A Song, "Jesus, Lover of My Soul" — Charles Wesley 

George Whitfield Memorial Chapel 

First S. S. Savannah 
As each picture was shown, a child told about it. 

Industries 

These industries were named and pointed out by illustrations: 
Savannah Sugar Refinery 
Shipping 

Southern Cotton Oil Co. 
Banking 
Retail Stores 
Dairies 
Bakeries 
Paper Mill 

A Fashion Parade 

Girls modeling their own paper costumes 
Song: "Savannah"— C. M. Gibbs 

INTEGRATIONS 

Arithmetic: Experiences in measuring the floor, sides, windows, 
and door of the bus ; making and solving simple original problems about 
city life; finding out how many cars would be needed to carry the 
class on an excursion; using money to buy paint for the bus; measur- 
ing picture show and microphone. 

Language: Experiences in giving oral reports, writing reports, tell- 
ing of excursions and facts learned, writing letters, writing original 
stories, stating problems and riddles in correct paragraph form, writing 

65 



original poems, writing questions about Savannah, answering ques- 
tions — oral and written — in correct form, learning poems. 

Appreciations: Experiences in music and art, in addition to learn- 
ing many songs and drawing numerous pictures; learning of the Tel- 
fair Academy and visiting it for the first time ; beginning to read poetry 
for themselves and to remember a few lines ; class discussions concern- 
ing familiar music heard over radios in different children's homes; 
thinking of and discussing the many ways in which people in our city 
use and enjoy music. 

Health and Nature Study: Incidental lessons brought about 
through informal discussions concerning such things as sanitation, 
public works department, care of parks, and recreation. 

Reading: Experiences through reading poems, papers, and refer- 
ence books; listening to oral reading and picking out important facts. 

Spelling: Listing new words as needed, and posting for use by the 
children. 



EVALUATION 

The children were keenly interested in the study of Savannah during 
the entire semester. They were eager to ask questions and to learn 
new facts about their own city. Because of this interest they brought 
in numerous clippings, pictures, and suggestions, as well as materials, 
such as wood, paper, and tools with which to work. 

At the end of the semester they were able to tell about all the things 
on the outline. Things to Learn, whereas in the beginning they did 
not know one of these facts. They began to compare their own city 
with things they knew and read about other cities. 

At the close of school the class voted to keep their bus to use next 
semester. It was suggested that perhaps they might visit other in- 
dustries in Savannah. One child has already secured permission for 
the class to visit a railroad station and go through a modern train. 
Another has suggested an excursion to the Savannah Sugar Refinery. 
These two trips were omitted in 3B because of lack of time. How- 
ever, they might easily be worked into the 3A study of Food, Clothing 
and Shelter. 

66 



BIBLIOGRAPHY 

Atwood and Thomas. NEIGHBORHOOD STORIES. Ginn & Co. 

Barrows, Marjorie. TWO HUNDRED BEST POEMS FOR BOYS 
AND GIRLS. Whitman Publishing Co. 

Evans and Coulter. FIRST LESSONS IN GEORGIA HISTORY. 
American Book Co. 

Hardy, Marjorie. NEW STORIES II. Wheeler Publishing Co. 

Ringer, Edith Hope; Downie, Lou Chase. CITIZENSHIP READER, 
CITY AND COUNTRY. Lippincott Co. 

Smith, J. Russell. HOME FOLKS, A GEOGRAPHY FOR BE- 
GINNERS. John C. Winston Co. 

Tippett, James S. I GO A-TRAVELING. Harper & Son. 

Tippett, James S. I LIVE IN A CITY. Harper & Son. 

Works Progress Administration. SAVANNAH. Compiled and written 
by the Savannah Unit of Federal Writers Project in Georgia, 
Review Printing Co. 

Newspapers and Pamphlets 

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67 



THE PREHISTORIC AND ANCIENT WORLD 

(A Sixth Grade Activity) 

APPROACH 

When the pupils entered the room on the first day of the school 
session, they saw pictures of people in strange costumes and pic- 
tures of many queer kinds of homes. These pictures had been drawn 
and colored by the pupils in that room, the previous year. Although 
some of the pictures were familiar to the children, there were many 
strange ones among them. They quickly became interested and asked: 
"Where did these people live?" "When did they live?" "How did 
they live?" 

Through class discussion the teacher was able to get the following 
questions from the class: 

In what part of the world did these people live? 

What were their names? 

How long ago did they live? 

What food did they eat? 

Why did they wear such queer clothes? 

What were the very first homes? 

What people built the first permanent homes? 

Of what were the early homes built? 

Who built the first two-story house? 

Why were walls built around some of the homes? 

Did the boys and girls in these homes go to school and play as 
we do today? 

What did the people do for a living? 

Did these people invent or discover anything that we use today? 

Did they write and speak as we do today? 

The class then, with the guidance of the teacher, looked through 
the tables of contents in their social studies text books and reference 
books and found that their work for the semester was to be about these 
people. They read that they were called Prehistoric and Ancient 
Peoples. After a careful study and class conferences for several days 
the class decided to call their activity, "The Prehistoric and Ancient 
World." 

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OBJECTIVES 
General: 

To train in the use of books: use of table of contents, use of 
index, scanning to find particular point, summarizing the 
material, making simple outline of material read, reading and 
studying pictures to get information. 

To train pupils to find out for themselves the information 
they need. 

To help children appreciate the benefits of modern civiliza- 
tion through comparison and contrast. 

To make simple maps, to read maps. 

To gain tolerance towards other people's mode of living, 
customs, and traditions. 

To develop a realization of how much we owe our ancestors. 

To gain a knowledge of countries studied, including their 
important cities, mountains, waterways, natural resources, and 
historic background. 

To develop self-expression through oral language, music, art, 
and physical training. 

To participate in group life. 

To respect the rights of others. 

To develop honest expression of opinion. 

To develop good citizenship. 

Specific : 

To learn about the climate, surface, soil and natural resources 
of the lands in which these people lived. 

To learn something of the lives and customs of these people. 

To learn about the duties and pleasures of the ancient boys 
and girls. 

To compare the comforts of their homes with those of ours. 

To learn how these people dressed. 

To find out what each group of people has handed down to us. 

To construct or draw the homes of each of these people. 

69 



Materials to be used. Books, pictures, art paper, card-board, dyes, 
crayons, scissors, frieze paper, wrapping paper, thumb tacks, gummed 
tape, sawdust, needles and thread, crepe paper, paint, paint brushes, 
boxes, stones, maps, pine needles, pine cones, paste, cement, chalk, 
pencils, tacks, newspapers, jars, bucket, sponges, twine and sticks. 

PROCEDURE 

After looking over the tables of contents and pictures in the refer- 
ence books and text books, the class with the teacher's help worked 
out the following outline: 

The Prehistoric and Ancient World 

Prehistoric 
Earliest Stone Age 

Climate 

Kinds of People 

Food, Shelter, Clothing 

Weapons 

Old Stone Age 

CUmate 

Cavemen 

Food, Shelter, Clothing 

Inventions and Skills 

New Stone Age 

Food, Shelter, Clothing 
Taming of Animals 
Cultivation of Plants 

Clans and Tribes 

Religion 

Health 

Music 

Transportation 

The First Civilized Peoples 
Egyptians 

Geography of Egypt 

Occupations 

Skills 

Homes: wealthy, poor 

Pyramids 

70 



Inventions and Discoveries 

Education 

Sciences 

Trade and Transportation 

Babylonians 

Geography of Babylonia (Iraq) 

Trades and Industries 

Writing 

Libraries 

Sciences 

Homes: wealthy, poor 

Education 

Phoenicians 

Geography of Phoenicia (Syria) 

Sailors, Traders, Colonizers 

Colonies 

Distributors of Inventions and Ideas of Others 

Hebrews 

Geography of Palestine 

Occupations 

Gifts to the World: belief in one God, Old Testament 

Persians 

Geography of Persia 

First Organized Government 

Health of First Civilized People 
Music of First Civilized People 

The Greeks 

Geography of Greece 

Myths 

Battles 

Life of People: wealthy, poor 

Customs: Athenians, Spartans 

Homes 

Dress 

Buildings 

Theaters 

Training and Education: Athenians, Spartans 

Olympic Games 

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statesmen and Philosophers 

Spread of Greek Ideas 

Religion 

Music 

Health 

The Romans 

Geography of Italy 

Early Rome 

Classes of People 
Home Life 
Loyalty to Country 
Homes 
Religion 

Conquests 

Rome as an Empire 
Theaters 
Races 
Homes 
Forum 

Roads and Aqueducts 
Education 
Literature 

Christianity 

Birth of Christ 

Persecution of the Christians 

Made National Religion 

Health 

Music 

This outline was put on a chart which was placed on the wall and 
left there until the completion of the work. As reports were made 
and accepted on each topic, they were checked off with red crayon so 
that the class could watch the progress made. 

The class divided itself into four main groups : Prehistoric, The First 
Civilized Peoples, The Greeks, and The Romans. Each member of 
the class volunteered to work on one of these groups. Each group 
elected a chairman. The members of each group worked together on 
their reports and decided what handwork they would make with which 

72 



to illustrate them. When their reports were ready the chairman of 
each group called a meeting of the members. The reports were given 
to the group for criticism, and when the group approved, they were 
given to the class. If the class approved, they were written and hand- 
ed in to the teacher, who checked them as to spelling, punctuation, 
etc. Handwork used to illustrate these reports was always voted on 
by the class in order to choose what should be put on the exhibit 
table. Later the reports were placed in a report book which was kept 
for review purposes and for the aid of the absent child. The refer- 
ence card which contained a list of the books and authors from which 
the information had been gathered was placed at the top of the report. 

To enable the pupils to have access to a large number of books, only 
one group at a time worked on reference material. While the reports 
were being prepared the other members of the class read about the 
topics in their text books and together listed important details that 
they would expect the committee to include and enlarge on in their 
reports. This gave them enough information on the subject to en- 
able them to judge the group's report. The class also worked on 
drawings, original poems, costumes, etc., during this time. 

After group reports had been accepted, the entire class wrote up a 
short account of these reports in their individual notebooks. In these 
notebooks were also kept drawings, original songs, original poems, 
necessary spelling words, and any cHppings of interest to them in 
their work. 

A time line showing the four divisions of time, prehistoric, ancient, 
medieval, and modern, was worked out by the class before the groups 
began their reference work. They measured and marked off on card- 
board placed above the blackboard all important dates. Every inch 
represented twenty years, and so they used three hundred inches to 
represent almost six thousand years of historic time. 

Some of the material for the handwork was brought in by the 
children, and some was furnished by the school. However, a few 
things had to be bought. These amounted to one dollar and thirty- 
five cents. To meet this expense the class had a sale of cookies and 
doughnuts. An itemized cash account of the amounts received and 
paid was kept on the board. 

The following things were made: drawings of six kinds of homes; 
construction of lake-dwelling, Egyptian villa, Babylonian home, home 
of the Bible lands, Hebrew tent, Greek home, Roman home; frieze of 
background for the homes that were constructed; drawings of people 
of each country ; clay pottery ; models of musical instruments ; weapons ; 

73 



programs; invitations; souvenirs; costumes; Egyptian papyrus scroll; 
Babylonian clay tablet; soap carvings of Greek and Roman figures; 
stercopticon slides, drawn and painted by the class, to illustrate the 
life of Prehistoric man. 

CULMINATING ACTIVITY 

The following program was planned and given by the class as a 
summary of their work at the end of the semester. Although all 
phases of the work were brought out in the summary, the main em- 
phasis was placed upon the homes of Prehistoric and Ancient peoples, 
and the lives of the boys and girls in them. 

Life in Prehistoric and Ancient Homes 

Introduction 

Welcome to Guests 
Explanation of Activity 
Time Line and Geographic Factors 
Explanation of Charts 

Prehistoric People 

Tree-dwellers 

Cave-dwellers 

Huts 

Lake-dwelling 

Gifts to the World 

Music 

Health 

The Ancients 
Egyptians 

Geography of Egypt 

Occupations 

Songs: "Trip to Egypt" 

"The Contented Camel" 
Homes of the Poor 
Homes of the Wealthy 
Clothing 

Education of the Children 
Pleasures of the Children 
Gifts to the World 
Songs: "Allah" — Egyptian melody 

"Lesson From the Desert" 

74 



Babylonians 

Geography of Babylonia (Iraq) 

Occupations 

Homes 

Education of the Children 

Gifts to the World 

Song: "The Caravan" 

Phoenicians 

Geography of Phoenicia (Syria) 

Occupations 

Homes 

Gifts to the World 

Hebrews 

Geography of Palestine 

Occupations 

Homes 

Gifts to the World 

Song: "Supplication" — Hebrew Melody 

Persians 

Geography of Persia 

Occupations 

Homes 

Gifts to the World 

Greeks 

Geography of Greece 

Homes 

Clothing 

Customs of Sparta 

Customs of Athens 

Education of Spartan Children 

Education of Athenian Children 

Gifts to the World 

Song: "Hymn to Zeus" — Ancient Melody of Greece 

75 



Romans 

Geography of Italy 
Homes of Early Rome 
Customs of Early Rome 
Homes of Later Rome 
Customs of Later Rome 
Education 
Christianity 
Gifts to the World 
Song: "Santa Lucia" 

Music of the Ancients 

Health of the Ancients 

Dance: "The Vineyard" — Ancient Dance 

INTEGRATIONS 

Language : Discussions of topics to be studied ; discussion of prob- 
lems that arose; oral and written reports; correct form for writing a 
report, such as, paragraphing, outlining, etc.; correct usage; letters; 
invitations; programs; original poems. 

Reading: Looking up references ; bulletins and newspaper clippings; 
books from library table. 

Spelling: Words necessary to better understanding of the activity. 

Writing : Neat arrangement of papers ; neat and correct formation 
of letters and words; copying songs, poems, etc. 

Social Studies: Geographical factors, such as climate, soil, rain- 
fall and their effect on the lives and homes of the people ; use of natural 
resources through the ages; clothing, food, shelter; outstanding his- 
torical events and their influence on present day life; comparison of 
life through all the ages with that of today, as to homes, sanitary 
laws, food, clothing, laws, occupations, customs, transportation, edu- 
cation, etc. 

76 



Arithmetic: Computing and measuring the time line and dates on 
it; measurements for construction of homes; cost of materials; cash 
accounts ; Roman numerals ; subtraction from the current year of dates 
studied. 

Health: Comparison of ancient and modern sanitary conditions, 
such as water supply, sewerage, garbage disposal, light, and food pro- 
tection; comparison of ancient and modern health laws; cleanliness 
within and without the home ; personal cleanliness ; prevention of com- 
municable diseases. 

Folk Dances: "The Vineyard," "Tarantella," "Csardas." 

Gaines: Foot races, hand tug-of-war, javelin throw, heads and tails, 
running broad jump, run and catch, standing broad jump, spinning 
top. 

Music: Songs: "A Trip to Egypt," "The Contented Camel," 
"Allah," "The Lesson from the Desert," "The Caravan," "Sup- 
plication," "Holy, Holy," "How Lovely Are Thy Messengers," "Hymn 
to Zeus," "Lift Your Eyes, Men of Greece," "Victors and Vanquished," 
"Santa Lucia," "This Is My Father's World." 

Appreciation: "Eli, Eli," "Kol Nidre," "Hebrew Melody" (Achron), 
"Triumphal March" from Aida (Verdi), "Morning" (Grieg), "Hymn 
to Apollo," "Narcissus" (Nevin). 

Reference reading and reports on historical background of Prehis- 
toric and Ancient music. 

Prehistoric and Ancient musical instruments. 

Art: Constructed: Prehistoric lake-dwelUng, Egyptian villa, Hebrew 
tent, Babylonian home, home of the Bible countries, Greek villa, 
Roman villa. Prehistoric weapons, Greek and Roman weapons, Baby- 
lonian clay tablet, Egyptian papyrus scroll, musical instruments. 

Drew and Painted: Tree-dwelling, cave-dwellers' home. Prehis- 
toric hut, Egyptian mud-hut, Hebrew tent, Bible-land home, Egyptian 
ship, Phoenician ship, Greek ship, Roman ship, frieze for background 
of homes. 

Designed and Made: Costumes for each group, programs, souvenirs, 
invitations. 

Dyed sawdust. 

Painted pine-cones. 

77..-. 



OUTCOMES 

Knowledge : 

Of geographical and historical facts growing out of the class 
discussions. 

Of living conditions of the Prehistoric and Ancient times, and 
the influence of the environment upon the lives of the people 
in relation to: location, surface, cHmate, soil, waterways, plant 
and animal life, mineral resources, human relationships. 

Of heritage handed down to us by the Prehistoric and Ancient 
Peoples. 

Skills : 

Ability to locate the countries studied as to position on the 
globe and in relation to neighboring countries and to us. 

Ability to ask thought questions. 

AbiUty to make an outline for a plan of work. 

Ability to select necessary material for reports. 

Ability to prepare outline and to give oral report from it. 

Ability to spell new words needed. 

Ability in planning and in carrying out construction work. 

Ability to write business and social letters. 

Ability to summarize group reports. 

Ability to work independently. 

Habits : 

Of good citizenship: courtesy, self-control, cooperation, good- 
fellowship, perseverance, loyalty to class and school, neatness, 
promptness, dependability. 

Of using materials and references from school and home. 

Of wise use of leisure time. 

Attitudes and Appreciations: 

Establishment of a friendly attitude towards the nations that 
are today descendants of these people. 

Appreciation of the contributions which these people preserved 
and handed down to us: rehgious thought, education, art, 
literature, music. 

Appreciation of the interdependence of nations. 

78 



REFERENCES 

Abraham, H. SHELTER. Printed by Ruberoid Co. (Manufac- 
turers of building and roofing materials). 

Almack, J. C. HOMES, OLD AND NEW, UNIT STUDY 
BOOK 607. American Educational Press, Inc. 

Armitage, T. FOLK AND ART SONGS, BOOK II. C. C. Birchard 
& Co. 

Atwood and Thomas. NATIONS BEYOND THE SEAS. Ginn 
& Co. 

Baldwin, J. OLD GREEK STORIES. American Book Co. 

Baldwin, J. PROGRESSIVE SERIES I. Ginn & Co. 

Barker-Grimm-Hughes. THE STORY OF EARLIEST TIMES. 
Row, Peterson & Co. 

Beard and Bagley. ELEMENTARY WORLD HISTORY. Mac- 
Millan Co. 

Beard and Bagley. OUR OLD WORLD BACKGROUND (Re- 
vised). MacMillan Co. 

Carpenter, F. G. NEW GEOGRAPHICAL READER (EUROPE). 
American Book Co. 

Chapman, H. S. STORIES OF THE ANCIENT PEOPLES. 
Houghton-MiffUn Co. 

Clark & Gordy. THE EARLY STORY OF MANKIND. Chas. 
Scribner's Sons. 

Dopp, K. E. THE EARLY CAVEMEN. Rand McNally & Co. 

Dopp, K. E. THE LATER CAVEMEN. Rand McNally & Co. 

Dukelow & Webster. THE SHIP BOOK. Houghton-Mifflin Co. 

Dunbar, A. THE LIGHT BEARERS. Beckley-Cardy Co. 

Faulkner, A. S. WHAT WE HEAR IN MUSIC. RCA Victor 
Co., Inc., Ed. Div. 

Fee, Walter and Violet. THE EGYPTIANS, UNIT STUDY 
BOOK 410. American Educational Press, Inc. 

Fee, Walter and Violet. GREEKS, UNIT STUDY BOOK 402 
American Educational Press, Inc. 

Fee, Walter and Violet. ROMANS, UNIT STUDY BOOK 405. 
American Educational Press, Inc. 

79 



Giddings-Earhart-Baldwin-Newton. INTERMEDIATE MUSIC. 
Ginn & Co. 

Gordy, W. F. AMERICAN BEGINNINGS IN EUROPE. Chas. 
Scribner's Sons. 

Guerber, H. A. THE STORY OF THE GREEKS. American 
Book Co. 

Halleck & Frantz. OUR NATION'S HERITAGE. American 
Book Co. 

Hallock, G. T. A TALE OF SOAP AND WATER. Cleanliness 
Institute. 

Kelty, M. G. HOW OUR CIVILIZATION BEGAN. Ginn & Co. 

Kinscella, G. H. AROUND THE WORLD IN STORY, BOOK 
VI. University Publishing Co. 

Kinscella, G. H. TALES OF OLDEN DAYS, BOOK V. Univer- 
sity Publishing Co. 

Lamprey, L. THE CHILDREN OF ANCIENT EGYPT. Little, 
Brown & Co. 

McConnell, W. R. LIVING ACROSS THE SEAS. Rand Mc- 
Nally & Co. 

McGehee, T. PEOPLE AND MUSIC. Allyn & Bacon. 

Mclntyre, M. A. THE CAVE BOY. D. Appleton & Co. 

Salisbury and Stedman. OUR ANCESTORS IN THE ANCIENT 
WORLD. Little, Brown & Co. 

Southworth and Southworth. THE STORY OF LONG AGO. 
Iroquois Publishing Co. 

StuU and Hatch. OUR WORLD TODAY (EUROPE, AND 
EUROPE OVERSEAS). Allyn & Bacon. 

Wilson-Wilson-Erb. WHERE OUR WAYS OF LIVING COME 
FROM. American Book Co. 

Winslow and Hallock. HEALTH THROUGH THE AGES. 
Metropolitan Life Insurance Co. 



A first grade activity by Miss Grace Cubbedge, one of our teachers, has 
been published by Teachers College, Columbia University. BUILDING 
A HOUSE AND PLAYING IN IT. Teachers' Lesson Unit Series 
No. 20 (Revised). 

80 



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